Books by Robert Langnickel
Das Buch legt die Prolegomena beziehungsweise die allgemeinen systematischen Grundlagen einer Päd... more Das Buch legt die Prolegomena beziehungsweise die allgemeinen systematischen Grundlagen einer Pädagogik des gespaltenen Subjekts für die Psychoanalytische Pädagogik im Allgemeinen und für die Sonderpädagogik im Speziellen dar. Es untersucht die Übertragbarkeit und Relevanz von Konzepten der strukturalen Psychoanalyse von Lacan, Mannoni und Dolto zum Umgang mit Kindern und Jugendlichen in psychosozialen Beeinträchtigungen auf aktuelle pädagogische Praktiken. Der methodische Zugriff auf den Forschungsgegenstand erfolgt triangulierend erstens durch strukturale psychoanalytische Hermeneutik, zweitens durch Fallvignetten und drittens durch die Dispositivanalyse.
The book aims to lay the prolegomena or the general systematic foundations of a pedagogy of the split subject for psychoanalytic pedagogy in general and for special education in particular. It examines the transferability and relevance of concepts of structural psychoanalysis by Lacan, Mannoni and Dolto for dealing with children and adolescents in psychosocial impairments to current pedagogical practices. The methodological approach to the research object is triangulated firstly through structural psychoanalytic hermeneutics, secondly through case vignettes and thirdly through dispositif analysis.
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RISS Materialien , 2018
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Special education/ psychoanalytic pedagogy by Robert Langnickel
Gingelmaier, S./ Taubner, S. & Ramberg, A. (Hg.): Handbuch Mentalisierungsbasierte Pädagogik. Göttingen: Vandenhoeck & Ruprecht, 2018
Dieser Beitrag untersucht, ausgehend vom Feld der Psychoanalyse, die Grenzen und Möglichkeiten ei... more Dieser Beitrag untersucht, ausgehend vom Feld der Psychoanalyse, die Grenzen und Möglichkeiten einer mentalisierungsbasierten Pädagogik. Hierzu wird zuerst untersucht, ob und inwiefern Konzepte aus der mentalisierungsbasierten Therapie (MBT) auf das Feld der psychoanalytischen Pädagogik übertragen werden können. Zweitens wird der Subjektbegriff der Mentalisierungstheorie analysiert und mit dem Subjektbegriff der Psychoanalyse verglichen. Am Schluss wird erörtert, welche Auswirkungen der mentalisierungsbasierten Pädagogik auf die pädagogische Praxis zu erwarten sind.
The following article examines the boundaries and possibilities of a mentalization- based pedagogy ensuing from the field of psychoanalytical pedagogy. For this purpose, we will first examine if and to what extent mentalization-based treatment (MBT) concepts can be used in the field of pedagogy. Secondly, we will analyse the concept of subject of mentalization-theory and compare it with the concept of subject of psychoanalysis. In conclusion, we will discuss the possible practical implications for the field of pedagogy.
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Freie Assoziation - Zeitschrift für psychoanalytische Sozialpsychologie. Family Feud, 2018
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Emotionale und Soziale Entwicklung in der Pädagogik der Erziehungshilfe und bei Verhaltensstörungen 2. Jahrgang (2020). Heft 2, Macht und Ohnmacht in der Pädagogik bei psychosozialen Beeinträchtigungen
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Sozialer Ort und Professionalisierung, Oct 7, 2019
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Sozialer Ort und Professionalisierung
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Sozialer Ort und Professionalisierung
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Psychology by Robert Langnickel
BEHAVIORAL AND BRAIN SCIENCES, 2006
We argue that repression is primarily an unconscious process and that the position of Erdelyi is ... more We argue that repression is primarily an unconscious process and that the position of Erdelyi is not coherent with Freud’s views on the matter. Repression of ideas is a process that takes place without the knowledge of the subject. In this respect, it is essentially different from suppression, where ideas are acted upon by a conscious will.
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Psychotherapie Psychosomatik Medizinische Psychologie, 2009
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European Psychiatry, 2008
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Psychoscope, Vol. 5, S. 4 - 7, May 2014
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Schopenhauer-Jahrbuch, 2013
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Sigmund Freud heute. Der Vater der Psychoanalyse …, 2010
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RISS - Zeitschrift für Psychoanalyse. Freud - Lacan. S. 9 - 40, May 2014
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Neuropsychoanalysis: An Interdisciplinary Journal for Psychoanalysis and the Neurosciences, Nov 25, 2014
Psychoanalytic theories of obsessive-compulsive disorder (OCD) suggest that underlying conflicts ... more Psychoanalytic theories of obsessive-compulsive disorder (OCD) suggest that underlying conflicts about aggression or sexuality drive a variety of obsessive-compulsive behaviors. This study aimed to explore the possible neural correlates of these processes in OCD patients in response to emotion-evoking stimulus material. A total of 15 unmedicated OCD patients primarily with washing symptoms and 15 healthy control participants underwent functional magnetic resonance imaging analysis while confronted with neutral pictures and emotion-evoking pictures (aggression, disgust, water, sexuality). The choice of the stimuli explicitly took into account the psychoanalytical model of OCD. While viewing aggressive pictures compared to neutral stimuli, OCD patients demonstrated greater activation than controls in the right frontal gyrus, posterior cingulate cortex, insula, claustrum, and in parietal areas of the left hemisphere. In the disgust condition OCD patients demonstrated greater activation than controls in right frontal gyrus, right precentral gyrus, and in left inferior parietal lobule. These results furnish evidence that OCD patients with washing symptoms show a different pattern of processing of aggressive and disgusting stimuli at the brain level. The implicated networks involved suggest that OCD patients have a more self-referential response than in healthy controls. Focusing on the processing of specific negative emotions may help in the enhancement of psychotherapy for OCD.
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Freie Assoziation - Zeitschrift für psychoanalytische Sozialpsychologie. Glühende Landschaften, 2017
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Data Revues 09249338 002300s2 08012285, Apr 1, 2008
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Books by Robert Langnickel
The book aims to lay the prolegomena or the general systematic foundations of a pedagogy of the split subject for psychoanalytic pedagogy in general and for special education in particular. It examines the transferability and relevance of concepts of structural psychoanalysis by Lacan, Mannoni and Dolto for dealing with children and adolescents in psychosocial impairments to current pedagogical practices. The methodological approach to the research object is triangulated firstly through structural psychoanalytic hermeneutics, secondly through case vignettes and thirdly through dispositif analysis.
Special education/ psychoanalytic pedagogy by Robert Langnickel
The following article examines the boundaries and possibilities of a mentalization- based pedagogy ensuing from the field of psychoanalytical pedagogy. For this purpose, we will first examine if and to what extent mentalization-based treatment (MBT) concepts can be used in the field of pedagogy. Secondly, we will analyse the concept of subject of mentalization-theory and compare it with the concept of subject of psychoanalysis. In conclusion, we will discuss the possible practical implications for the field of pedagogy.
Psychology by Robert Langnickel
The book aims to lay the prolegomena or the general systematic foundations of a pedagogy of the split subject for psychoanalytic pedagogy in general and for special education in particular. It examines the transferability and relevance of concepts of structural psychoanalysis by Lacan, Mannoni and Dolto for dealing with children and adolescents in psychosocial impairments to current pedagogical practices. The methodological approach to the research object is triangulated firstly through structural psychoanalytic hermeneutics, secondly through case vignettes and thirdly through dispositif analysis.
The following article examines the boundaries and possibilities of a mentalization- based pedagogy ensuing from the field of psychoanalytical pedagogy. For this purpose, we will first examine if and to what extent mentalization-based treatment (MBT) concepts can be used in the field of pedagogy. Secondly, we will analyse the concept of subject of mentalization-theory and compare it with the concept of subject of psychoanalysis. In conclusion, we will discuss the possible practical implications for the field of pedagogy.
This paper expounds why anxiety as mood and mental state holds such a predominant position in Heidegger’s early and middle writings. In addition to that, this paper will argue how anxiety can be understood as via regia to our being-in-the-world. The argument will be focused on the Heidegger’s "Being and Time", "What is Metaphysics?" and his "Fundamental Concepts of Metaphysics".
La contribution examine d' une part la question, pourquoi l' angoisse dans les premiers et les moyens écrits de Heidegger est une humeur resp. une disponibilité de premier rang. D' autre part elle retrace dans quelle mesure angoisse peut être concédée comme via regia à notre être-au-monde. Au centre de l' analyse sont les travaux "Être et temps", "Qu' est-‐ce que la métaphysique" et "Le concepts fondamentauxe la métaphysique".