Robin Brown

Alternative education often seeks to promote creativity. In so far as this tendency might come to suggest something ideological, then the intent thus indicated is liable to become self-defeating. This article considers C.G. Jung's conservative ideas about education, and explores how these notions might relate to his wider psychology. Contrasting Jung's position with Alfonso Montuori's notion of Creative Inquiry, the author argues for the importance of a more conscious relationship to the role of conflict in the development of a relationally focused pedagogy.

_Psychoanalysis Beyond the End of Metaphysics_ offers a new paradigm approach which advocates reengaging the importance of metaphysics in psychoanalytic theorizing. The emergence of the relational trend has witnessed a revitalizing influx of new ideas, reflecting a fundamental commitment to the principle of dialogue. However, the transition towards a more pluralistic discourse remains a work in progress, and those schools of thought not directly associated with the relational shift continue to play only a marginal role. In this book, Robin S. Brown argues that for contemporary psychoanalysis to more adequately reflect a clinical ethos of pluralism, the field must examine the extent to which a theoretical commitment to the notion of relationship can grow restrictive. Suggesting that in the very effort to negotiate theoretical biases, psychoanalytic practice may occlude a more adequate recognition of its own evolving assumptions, Brown proposes that the profession’s advance requires a return to first principles. Arguing for the fundamental role played by faith in supporting the emergence of consciousness, this work situates itself at the crossroads of relational, Jungian, and transpersonal approaches to the psyche. Psychoanalysis Beyond the End of Metaphysics will be of significant interest to all psychodynamically oriented clinicians, alongside scholars of depth psychology and the philosophy of mind. It will also be helpful to advanced and postgraduate students of psychoanalysis seeking to orient themselves in the field at present.

With reference to the intergenerational theorizing of trauma, this article considersthe role of transcendence in the substance of our theoretical ideas about psycho-sis. Arguing against an emphasis on notions of developmental de fi cit, the author considers the recent work of Davoine and Gaudilliere as a means of questioningsome of the paradigmatic assumptions of clinical psychology. It is suggested that the relationship between psychosis and spirituality has often been conceived insuch a way as to depreciate both, and that a shift in mainstream theorizingrequires that a more fundamental place be made for the question of transcen-dence in the theorizing of madness.