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THE FEAR OF FREEDOM (Erich Fromm)

Erich Fromm (Frankfurt am Main, 1900 - Muralto, 1980). German-born U.S. psychoanalyst. Member of the Frankfurt School to which he belonged since its inception in the early 20's.

descendant of Jewish family had to emigrate to the United States after Hitler's rise to power

His psychoanalytic thought attempted a reconciliation between the theories of Marx and Freud, ie Freud abandoned the thought that psychological problems the man had an immaterial source and completed only Marx's thought to include psychological structure in the formation of society.

In his works he defended the idea of \u200b\u200bplanning anti-humanist theory of consumption and economic performance.

One of his most important works is The Fear of Freedom (1941), it caused great impact on the intellectual classes and was translated into several languages. Since this work is seen all the ideas that later will be released.

From this work, Fromm bet to promote the process of individuation and the consequent freedom necessarily mean loneliness and anguish over the meeting with himself and with others.

The theme of the book, although it is written back in the 40's, is perfectly applicable to our time.

The book raises a number of questions that could be summed up in one: Independence and freedom are inseparable from isolation and fear, or there is a state of freedom in which the individual lives independently without being isolated, but united the world and to other people? In this paper

calls for a world in which prevail spontaneous love and productive work. Is a historical overview of life forms that humanity has gone through (feudalism, mercantilism, capitalism ...) with emphasis on the psychological aspects up to an analysis of the society of his day, which has much in common with our current western society. Plasma

acuity factors that drive human beings to surrender to irrationality and placed under the control of dictators


The fear of freedom is part of a larger study about of the character structure of modern man and the problems of the interaction of sociological and psychological factors that Erich Fromm was working back in the 30's. Decided to discontinue this work to focus on what is the main theme of this book: the meaning of freedom for modern man.


The problem is that man, the more he gains in freedom, freedom understood as the emergence of the individual away from its original unity with others and nature, and the more "individual becomes, the more he sees the dilemma of joining the world through love and creative work, or seek some form of security. In seeking this form of security is when the man goes to certain links that will destroy the desired freedom and integrity of the individual self.

Fromm says that human existence and freedom are inseparable from the outset. The term of freedom that you are using here is that of negative freedom, ie, the flight of the determination by the instincts of the action. The man is in this sense, weaker than the rest of the animals (which have a highly developed instincts), and yet this inability is the factor that fosters the development of culture. Hence the ambiguity of the term.
Initially, the human baby has some instincts he joined his mother, too, in primitive societies the individual is very close to the clan. That is, in the early stages of the life there is a need for security and guidance to imply a lack of individuality. Subsequently, the individuation process occurs by which the person is uprooted from their primary ties. When successful, it must find the guidance and security you need through procedures other than pre-individual stage, it is no longer possible to rejoin the primary bonds.

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CR ROGERS : A STUDENT-CENTERED EDUCATION. K

Carl R. Rogers (1902), American psychotherapist born into a family with deep religious roots, with strong Protestant convictions. His childhood was spent in an atmosphere of strict religious ethics and uncompromising, as well as lonely. Initially enrolled in the University of Wisconsin but after a brief stint in the seminar he went to study clinical psychology at Columbia, where he received his doctorate in 1928 and another in philosophy in 1931.
poses new challenges in learning freedom, limited by the power relations established in the traditional educational and therapeutic practices. Cree fundamentally and radically in the person and their potential.

Non-directivity.

There is confidence that the customer (patient, student) can deal constructively their lives and solve their own problems. This course is a direct consequence of the postulate of man's innate goodness. If allowed to act on the person, what you do, be well. In addition, the person is the only one who can get to know their problems and, therefore, the only one who can solve them. Any type of policy (education, order, mandate, etc..) Could be detrimental to the development of the individual, as would prevent their "personal growth." The parents' role must change: The concept of "raising children" should be replaced by "interact with the children." The very idea of \u200b\u200b"my son" should be amended. Parents do not own their children, parents are only children.

Rogers's ideas on education are truly revolutionary.

a) The role of the teacher, not as authority but as a facilitator of learning, you must create a climate of acceptance in the group. This is more important than the techniques used, must be forgiving and understanding and respecting individuality. The teacher should accept the group and each of its members as it is. You should not judge.
b) On the other hand non-directive approach. We can not teach another person directly, we can only facilitate their learning. This approach stems from the concept of significant learning or experiences. Rogers of the inability to communicate or intrasferibilidad of knowledge. Going further on this idea, the teacher can not determine precisely what are the main points of each student. Only the students themselves know them. But even may be planned by the apprentice, but will emerge gradually. If no specific content, it is not possible to establish a formal curriculum.


Rogers proposes that meaningful learning occurs when students perceive the subject of study as important for their own purposes. Faced with the learning perceived as threatening, meaningful learning develops the student's personality, and cover the whole person is more lasting and profound. Independence, creativity and self-confidence and self-criticism allow an attitude of openness to change and continuous adaptation. Distrust in a static world knowledge arises because education is conceived as a training meet the new, and learning centers itself in the process of learning.
In traditional education is not the same as what is taught is learned, and the Master, by focusing on its role, is not available to the student, while the learner-centered teaching, the teacher confident in their abilities, help you in your communication and facilitates learning. This attention and search for the person of another change in the educational relationship, accepting the teacher learning and student initiatives, because he knows best what interests him. The facilitator helps to clarify individual and group purposes, and trusts that the student wishes to achieve these significant goals, and organizes and offers students a wide range of resources, creating an atmosphere of understanding for their own integration into the group .

From there, it is the student who, with the freedom of action and time, growing in maturity and responsibility, walks along the paths of learning, both individually group, whose self-management, tasks and objectives are also defined by the students.

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SCHOOL

Krishnamurti: Many agree that Krishnamurti was one of the greatest spiritual teachers from philosophers, scientists, spiritual leaders, politicians, even those who had the opportunity to meet, this founded a school and this is a type of school that is taught to know oneself through meditation.
According to this, the role of education is to create new values, it is simply to implement existing values \u200b\u200bin the student's mind, which only serves to condition him without arousing his intelligence. But

when the educator has not seen what the causes of this chaos, create new values, raise intelligence, prevent the next generation follow the same steps that will ultimately lead to an even greater disaster.

important thing, no doubt, is that educators do not just implement certain ideals and to transmit information, but also to devote all his thoughts, all her care, all his affection, to create the right environment, the right atmosphere, so that when the child grows and reaches maturity, is capable of dealing with any human problem to be addressed.

education therefore is closely linked with the present global crisis, and all teachers, at least in Europe and America are realizing that the crisis is the result of a wrong education. Education can only be changed by educating the educators, not simply creating a new standard, a new system of action.