Freud's invention of psychoanalysis was based on his own desire to know something about the unconscious, but what have been the effects of this original desire on psychoanalysis ever since? How has Freud's desire created symptoms in the history of psychoanalysis? Has it helped or hindered its transmission? Exploring these questions brings Serge Cottet to Lacan's concept of the psychoanalyst's desire: less a particular desire like Freud's and more a function, this is what allows analysts to operate in their practice. It emerges during analysis and is crucial in enabling the analysand to begin working with the unconscious of others when they take on the position of analyst themselves. What is this function and how can it be traced in Freud's work? Cottet's book, first published in 1982 and revised in 1996, is a classic of Lacanian psychoanalysis. It is not only a scholarly study of Freud and Lacan, but a thought-provoking introduction to the key issues of Lacanian psychoanalysis.

Modern society has introduced many new relationships and family forms and the pluralisation of sexual lifestyles in the hundred years since Freud. This book provides a systematic account of the current state of theory, developing a gender-wide model of human sexuality and outlining the implications of this for psychotherapy practice. The author argues that the development of human sexuality follows no innate biological programs, but takes place in an interpersonal relationship, often established in the early parent-child relationship. Whereas the current psychoanalytic discourse emanates from a rather rigid division of gender relations emphasizing the differences between men and women, the author develops a gender-wide model of human sexuality in which the 'masculine' and 'feminine' are integrated and contribute to the full diversity of gender identities and sexual varieties. She points to structural similarities of hetero-and homosexuality and perversion and calls for a general human sexuality that is based less on differences between men and women than with each other.

A long-time editor of the new Penguin Modern Classics translations of Sigmund Freud offers a fresh look at the father of psychoanalysis.

This is a book that should satisfy a longfelt need. Freud's writings comprise a small library. To know how the founder of psychoanalysis defined his original terms, how he changed or amplified them in his later writings; to have his exact statements at hand on all possible psychoanalytic questions will be of considerable assistance to students and practitioners alike. Some analysts, known as specialists in Freudian quotations, have been receiving constant requests to supply references to those who sorely needed them. This book will safeguard them from the penalty of specialization, and will place all Freudiana within easy reach of professional and non-professional researchers.

Freud's thinking about the unconscious has always been seen to be more about representations than affects. When it came to the passions of the transference and the demands of his hysterical patients, Freud was always more interested, wanted to move the focus away from the transference, and onto dreams. Hidden wishes more than manifest ones were what captured his imagination and style. This book returns to the repressed theory of passions in Freud's own thinking, arguing that the repression, fixation and rhythmic movement of affects make up the roots and branches of psychoanalytic thinking. We can think of Freud's unconscious affects as a tree, with the most passionate and primitive affects that make up the core of our psychic life, moving and branching out into more elaborated emotions and representations. So what moves this tree: the house of our first passions? How we move the tree of our affects, or leave it, is integral to Freud's understanding of sexuality and the Oedipal Complex.

This book is a discussion or debate with Freud. Today we are in search of a comprehensive philosophy of language to account for the multiple functions of the human act of signifying and for their interrelationships.

This book presents a reinterpretation of Freud to show how language can be expressive and repressive.

In this unusual and much-needed reappraisal of Freud's clinical technique, M. Guy Thompson challenges the conventional notion that psychoanalysis promotes relief from suffering and replaces it with a more radical assertion, that psychoanalysis seeks to mend our relationship with the real that has been fractured by our avoidance of the same. Thompson suggests that, while avoiding reality may help to relieve our experience of suffering, this short-term solution inevitably leads to a split in our existence. M. Guy Thompson forcefully disagrees with the recent trend that dismisses Freud as an historical figure who is out of step with the times. He argues, instead, for a return to the forgotten Freud, a man inherently philosophical and rooted in a Greek preoccupation with the nature of truth, ethics, the purpose of life and our relationship with reality. Thompson's argument is situated in a stunning re-reading of Freud's technical papers, including a new evaluation of his analyses of Dora and the Rat Man in the context of Heidegger's understanding of truth. In this remarkable examination of Freud's technical recommendations, M. Guy Thompson explains how psychoanalysis was originally designed to re-acquaint us with realities we had abandoned by encountering them in the contest of the analytic experience. This provocative examination of Freud's conception of psychoanalysis reveals a more personal Freud than we had previously supposed, one that is more humanistic and real.

Contentious debates over the benefits—or drawbacks—of a liberal education are as old as America itself. From Benjamin Franklin to the Internet pundits, critics of higher education have attacked its irrelevance and elitism—often calling for more vocational instruction. Thomas Jefferson, by contrast, believed that nurturing a student’s capacity for lifelong learning was useful for science and commerce while also being essential for democracy. In this provocative contribution to the disputes, university president Michael S. Roth focuses on important moments and seminal thinkers in America’s long-running argument over vocational vs. liberal education. Conflicting streams of thought flow through American intellectual history: W. E. B. DuBois’s humanistic principles of pedagogy for newly emancipated slaves developed in opposition to Booker T. Washington’s educational utilitarianism, for example. Jane Addams’s emphasis on the cultivation of empathy and John Dewey’s calls for education as civic engagement were rejected as impractical by those who aimed to train students for particular economic tasks. Roth explores these arguments (and more), considers the state of higher education today, and concludes with a stirring plea for the kind of education that has, since the founding of the nation, cultivated individual freedom, promulgated civic virtue, and instilled hope for the future.