Obituary Notices

Yolande Cantù
Arwind Vasavada
Dr Marie–Louise von Franz
Dr Roland Cahen     

Book reviews

Kast, Verena. Father-Daughter, Mother-Son: Freeing Ourselves from the Complexes that Bind Us
Edinger, Edward F. Melville's Moby-Dick: An American Nekyia
Edinger, Edward F. The New God Image: A Study of Jung's Key Letters Concerning the Evolution of the Western God Image
Dreifuss, Gustav & Riemer, Judith. Abraham, The Man and the Symbol
Storr, Anthony. Feet of Clay: A Study of Gurus
Taylor, Eugene. William James on Consciousness Beyond the Margin
Shulman, Helene. Living at the Edge of Chaos: Complex Systems in Culture and Psyche     

Standing in the gap: ref lections on translating the Jung‐Neumann correspondence

This paper considers the experience of translating the correspondence between C.G. Jung and Erich Neumann as part of the Philemon series. The translator explores the similarities between analytical work and the task of translation by means of the concepts of the dialectical third and the interactional field. The history and politics of the translation of analytic writing and their consequences for the lingua franca of analysis are discussed. Key themes within the correspondence are outlined, including Jung and Neumann's pre‐war exploration of Judaism and the unconscious, the post‐war difficulties around the publication of Neumann's Depth Psychology and a New Ethic set against the early years of the C.G. Jung Institute in Zurich, and the development of the correspondents’ relationship over time.     

The challenges of editorship: a reflection on editing the Jung‐Neumann correspondence

The complete correspondence between C.G. Jung and Erich Neumann was published in 2015. This article attempts to provide insight into the practical task, as well as the theoretical background, of the editing process. The advantages and possibilities of an unabridged edition with an extensive historical contextualization are demonstrated, and compared to the approach of the editors of the Jung Letters and their selection therein of Jung's letters to Neumann. The practical points under consideration include the establishment of the letter corpus, the ascertainment of dates and the chronological arrangement of the letter exchange, as well as the deciphering of handwritten letters. Theoretical aspects under discussion involve the question of the merits of a critical contextualisation and the position of the editor vis‐à‐vis the research object. The example of the selecting and editing of Jung's letters to Neumann by Aniela Jaffé and Gerhard Adler reveals how drastically the close ties of those editors with Jung, Neumann, and members of the Zurich analytical circles compromised their editorial work at times. The advantage for an editor being able to work from an historical distance is appreciated.     

Bloom and His Critics: Nietzsche, Nihilism, and the Aims of Education

The central questions raised by Allan Bloom's The Closing of theAmerican Mind are often overlooked. Among the most important ofBloom's themes is the impact of nihilism upon education. Bloom condemnsnihilism. Interestingly, we find among his critics two alternativejudgments. Richard Schacht, citing Nietzsche, asserts that nihilism,while fruitless in and of itself, is a necessary prerequisite tosomething higher. Harry Neumann, affirming the accuracy of nihilism,declares that both Bloom and Nietzsche reject nihilism out of ignoranceborn of weakness. All three philosophers understand that the purpose ofeducation emerges from one's position on nihilism. If nihilism is true,then it is senseless and cowardly to teach one's students that there aregrounds for moral judgments. On the other hand, if one believes thatthere is an objective higher and lower in moral matters, then one cannotat the same time consistently endorse nihilism or the atheism upon whichit rests. There is reason to believe that a consistent nihilism isimpossible and hence that the concept is bankrupt. But then something istrue, and there are grounds for moral judgment. Education must respondaccordingly. But even Bloom with his emphasis on the Great Books fallsshort of what is required. An education which aims to defeat nihilismmust, at the very least, hold out the promise that through thecultivation of reason one may indeed arrive at the truth.     

Books received

Analytical Psychology
Main, Roderick (ed.). Jung on Synchronicity and the Paranormal
Robertson, Robin. Your Shadow
Schoenl, William (ed.). Major Issues in the Life and Work of C. G. Jung
Psychoanalysis
König, Karl. Self-Analysis for Analysts
Volkan, V. D. & Ast, G.. Siblings in the Unconscious and Psychopathology
Carlson, Kathie. Life's Daughter/Death's Bride
Fromm, Erika & Nash, Michael. Psychoanalysis and Hypnosis
Gedo, John E. Spleen and Nostalgia – A Life and Work in Psychoanalysis
Grubrich-Simitis, Ilse. Early Freud and Late Freud
Molino, Anthony (ed.). Freely Associated
Quinodoz, Danielle. Emotional Vertigo – Between Anxiety and Pleasure
Serrano, Miguel. C. G. Jung and Hermann Hesse – A Record of Two Friendships
Taylor, Charles H. & Finley, Patricia. Images of the Journey in Dante's Divine Comedy     

荣格与后荣格学派自性观

自性（Self）是心理分析的核心概念。本文对荣格与后荣格学派关于自性的论述进行梳理,重点阐述了荣格理论中自性的特性与动力、诺伊曼的自我——自性轴说、福德汉姆的自性发展观和建构主义的自性观。在此基础上,本文从研究方法、治疗对象、治疗方法三个方面比较分析这些学说差异的原因。最后,简述自性对心理治疗的意义。     

Contributors to this issue

Judith Hubback
Roman Lesmeister
Wendy Wyman-McGinty
Hester McFarland Solomon
Elizabeth Urban
Barbara Wharton