Toward a postmodern realism for psychoanalysis.

The current status of psychoanalysis is explored in the light of the postmodern critique of forms of knowledge. Analysts have tended to respond by redefining psychoanalysis in the language of the exact sciences or by finding a language that includes both (Kuhn, Rorty), thereby falling either into a reductive "scientism" or the fallacies of the "strong program" in postmodern thought. However, psychoanalytic theories do not meet the probative requirements of science. Neither is the serious problem of competing theories and interpretations adequately addressed by hermeneutics. Philosophical realism (Putnam 1981, 1988) offers some helpful ways to look at this problem. Following Lacan, we define psychoanalysis as a clinical discipline which has as its unique object of study the human subject, an indeterminate and language dependent entity. Concepts and rules specific to our field make an internal realism of psychoanalytic inquiry possible. An extended case vignette accompanies this philosophical discussion.     

A relational model of inquiry and truth: The place of psychoanalysis in human conversation

A challenge is offered to the characterization of psychoanalysis as suffering from potentially fatal epistemic flaws and needing to ground itself in the language of hermeneutics, neuropsychology, or infant observation in order to survive. Psychoanalytic truth is neither made up nor discovered. Psychoanalytic propositions are true in the important sense of being the most useful statements we can make right now about the nature and functioning of the human unconscious. Psychoanalytic theories evolve through rational critical discourse just as theories evolve in all fields of science and scholarship.     

Imagery and recognition memory: The effects of relational organization

Begg (1978), among others, has recently argued that recognition performance is independent of the size and number of units stored in memory, that is, the degree of interitem organization. In four experiments, interactive imagery was contrasted with separation imagery on recognition memory. In the first two studies, the recognition of single words was better under separation instructions; in the final studies, in which recognition of pairs of words was required, performance was better following interactive imagery. Rather than being independent of the size of memory units, recognition depends upon the relationship between the size of the units encoded at learning and the nature of the test items themselves.     

Toward a general theory of unconscious processes in psychoanalysis and anesthesiology

Psychoanalysis and anesthesiology appear radically different in their clinical practice, yet they share a focus of inquiry: unconscious processes. Despite this common domain, there has been no exploration of the relationship between "the unconscious" as conceived by psychoanalysts and "surgical unconsciousness" as conceived by anesthesiologists. This is likely due to the fact that general anesthesia has been assumed to be a state in which the brain is simply "turned off." More recent neuroscientific data invalidate this assumption by demonstrating that the anesthetized brain is both cognitively dynamic and capable of implicit learning. Current perspectives on anesthetic mechanisms suggest that general anesthesia is characterized not simply by the absence of cognitive activity, but by the disintegration of cognitive activity. The cognitive unbinding paradigm of general anesthesia is discussed and its application to Wilfred Bion's theory of thinking, as well as his concept of attacks on linking, is elucidated. Based on the common structure and function of unconscious processes in psychoanalysis and anesthesiology, the foundation of a general theory is established.     

Reframing the World: Toward an Actual Christian Doctrine of Creation

Christian theologies of creation are in crisis. They have become overly determined by questions of human origins and interaction with evolutionary theorization. They have also focused myopically on ecological concerns without thinking ecologically and holistically about the built environment in relation to racial and gender formation and multispecies connectivity and relationality. These and other problems stem from a twofold failure. We have failed to take seriously the loss of our gentile positionality in relation to reading the world as creation and we have also failed to grasp the fundamental transformation of the world with the emergence of modern colonialism. This article suggests the possibility of a reframing of a doctrine of creation to address this crisis.     

Putting appraisal in context: Toward a relational model of appraisal and emotion

According to appraisal theory, emotions result from an individual's meaning analysis of the implications of his/her circumstances for personal well-being, and individual differences in emotion arise when individuals appraise similar situations differently. Relational models of appraisal attempt to describe the situational and dispositional antecedents of appraisals, and should allow one to predict such individual differences. In this article, we review three examples of our efforts toward developing relational appraisal models. In two, we start with a particular appraisal component, motivational relevance and problem-focused coping potential (Smith & Lazarus, 1990), respectively, and describe and test the relational model proposed for that component. In the third, as a precursor to developing a true relational model, we examine another appraisal component, emotion-focused coping potential, from a more dispositional perspective. We conclude by considering both the potential value of relational appraisal models, and future directions in the development of these models.     

Developmental psychology and psychoanalysis: I. The context for a revolution in psychoanalysis

After describing the manner in which the integration of psychoanalysis and developmental psychology became a central problem for ego psychology, the author examines the conditions that make it possible for new research and theory in developmental psychology to contribute to a revolution in contemporary psychoanalytic theory. They include: (1) the emergence of a state of "crisis" in American psychoanalysis centering on questions of the nature of early development and how it can be known; (2) the explosive growth of developmental research on early childhood dealing with issues at the heart of that crisis; and (3) the presence of a new generation of psychoanalysts and psychoanalytically oriented researchers capable of bringing that research to bear on those issues.