《螺丝在拧紧》中女教师焦虑的霍妮式解读
发布时间：2019-01-04 10:00
【摘要】：亨利·詹姆斯是19世纪美国继霍桑、麦尔维尔之后最伟大的小说家。他是一位多产的作家。詹姆斯开创了心理分析小说的先河,《螺丝在拧紧》是他的一部中篇心理分析小说,出版于1898年。本文试运用霍妮的人格分析理论,探索女教师焦虑的形成原因。霍妮强调,神经症病人内心充满冲突,一方面是个体在童年时缺少父母的关爱,导致安全感和归属感匮乏,在此基础上形成了基本焦虑。但个体人格的形成更大程度上依赖于当时的社会文化因素。从这个角度看,焦虑的个体所面临的精神危机乃是他所处的社会文化危机的写照。个体的内心冲突反映了某一特定文化的内在冲突。本文主体部分分为三章:第一章主要分析了女教师自我认同感的焦虑。女教师自幼失去母亲,从小就缺乏安全感。对她来说,家并不是一个温暖的港湾,毫无归属感可言。她的父亲是一个牧师,对人严格,要求她遵守“淑女”规范,在父亲面前,她无力抗争,总是言听计从,对自己没有清晰的认识,慢慢的产生了自我认同感焦虑。然而,社会环境也没有让她找到属于自己的位置。维多利亚时期的父权制度要求她作“家中的天使”。文化习俗不允许对她异性表现出任何欲望,这些残酷的精神枷锁不断的摧残着这个充满活力的20岁出头的女孩。她不得不压抑自己的欲望,人格得不到健康的发展。维多利亚时期森严的等级制度和女教师职业的特殊性,使她缺少社会认同感,社会地位模糊,这些造成了她自我认同感的焦虑。第二章主要分析女教师在人际关系中的焦虑。女教师与他人的交际中体现了强烈的自我中心主义和病态的控制欲。“自我中心主义”使女教师不但不能得到别人的爱和关心,反而遭到了大家的排斥。病态的控制欲使她和周围人的矛盾重重,冲突不断。由于人际关系处理不当,女教师的焦虑不断加剧。第三章主要讨论了女教师缓解焦虑措施的失败。女教师采用了理想化和外化的方式试图将内心的罪恶和对美好生活的追求转移到外界,从而缓和内心的冲突。理想化使得女教师沉浸在美好的想象中,虽然暂时缓解了内心焦虑,但是她不能接受回归现实时自己真实的形象,这引起了她的恼怒和自我鄙视。通过外化,女教师将自己讨厌的倾向和品质转移到了外界,推卸罪责。虽然内心冲突被逐出意识,以外在的冲突取代了内心的冲突,但大大加剧了她与周围人的摩擦与矛盾,女教师更多地去责难和报复别人,其结果是不但没有转移焦虑,反而雪上加霜。本文认为,女教师的焦虑来源于三个方面:自我认同感的缺失、人际关系的挫折和缓解焦虑措施的失败。三者共同筑成女教师的焦虑心理,也最终导致了悲剧的发生。
[Abstract]:Henry James was the greatest American novelist after Hawthorne and Melville in the 19 th century. He is a prolific writer. James pioneered psychoanalytic novels. Screw tightening is his middle psychoanalysis novel, published in 1898. This paper tries to explore the causes of female teachers' anxiety by using Honey's personality analysis theory. Holly stressed that neurotic patients are full of conflict, on the one hand, the lack of parental care in childhood, resulting in a lack of sense of security and a sense of belonging, on the basis of which basic anxiety. But the formation of individual personality depends more on the social and cultural factors at that time. From this point of view, the mental crisis faced by an anxious individual is a portrayal of his social and cultural crisis. The inner conflict of an individual reflects the internal conflict of a particular culture. The main part of this paper is divided into three chapters: the first chapter mainly analyzes the anxiety of female teachers' self-identity. The female teacher lost her mother from an early age and lacked sense of security from an early age. For her, home is not a warm harbor, no sense of belonging at all. Her father is a pastor, strict with people, demanding that she abide by the "lady" norms, in front of her father, she is unable to fight, always obedient, do not have a clear understanding of themselves, slowly developed self-identity anxiety. However, the social environment did not allow her to find her place. The Victorian patriarchal system required her to be an angel of the family. Cultural practices do not allow her to show any desire for the opposite sex, these cruel spiritual shackles continue to destroy the energetic girl in her early 20s. She had to suppress her desires and her personality could not develop healthily. The strict hierarchy in Victorian period and the particularity of female teacher's profession made her lack social identity and vague social status which caused her anxiety of self-identity. The second chapter mainly analyzes female teachers' anxiety in interpersonal relationships. The communication between female teachers and others embodies a strong self-centeredness and a morbid desire for control. Egocentrism makes female teachers not only unable to be loved and cared by others, but rejected by everyone. The morbid desire to control made her and the people around her full of contradictions and conflicts. Due to improper interpersonal relationships, the anxiety of female teachers is increasing. The third chapter mainly discusses the failure of female teachers'anxiety relief measures. Female teachers use idealized and externalized ways to try to transfer the inner sin and the pursuit of good life to the outside world, so as to ease the inner conflict. The idealization causes the female teacher to immerse in the beautiful imagination, although temporarily alleviates the inner anxiety, but she can not accept the real image when returning to reality, which causes her exasperation and self-contempt. Through externalization, female teachers shift their obnoxious tendencies and qualities to the outside world and shirk their guilt. Although the inner conflict is driven out of consciousness and replaced by the external conflict, it greatly intensifies the friction and contradiction between her and the people around her. The female teacher more often accuses and retaliates against others, and as a result, not only does she not shift anxiety, On the contrary, the snow is made worse. This paper argues that female teachers' anxiety comes from three aspects: the lack of self-identity, the frustration of interpersonal relationships and the failure of measures to alleviate anxiety. The three forms the anxiety of the female teachers, which leads to the tragedy.
【学位授予单位】：吉林大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：I561.074
本文编号：2400112
[Abstract]:Henry James was the greatest American novelist after Hawthorne and Melville in the 19 th century. He is a prolific writer. James pioneered psychoanalytic novels. Screw tightening is his middle psychoanalysis novel, published in 1898. This paper tries to explore the causes of female teachers' anxiety by using Honey's personality analysis theory. Holly stressed that neurotic patients are full of conflict, on the one hand, the lack of parental care in childhood, resulting in a lack of sense of security and a sense of belonging, on the basis of which basic anxiety. But the formation of individual personality depends more on the social and cultural factors at that time. From this point of view, the mental crisis faced by an anxious individual is a portrayal of his social and cultural crisis. The inner conflict of an individual reflects the internal conflict of a particular culture. The main part of this paper is divided into three chapters: the first chapter mainly analyzes the anxiety of female teachers' self-identity. The female teacher lost her mother from an early age and lacked sense of security from an early age. For her, home is not a warm harbor, no sense of belonging at all. Her father is a pastor, strict with people, demanding that she abide by the "lady" norms, in front of her father, she is unable to fight, always obedient, do not have a clear understanding of themselves, slowly developed self-identity anxiety. However, the social environment did not allow her to find her place. The Victorian patriarchal system required her to be an angel of the family. Cultural practices do not allow her to show any desire for the opposite sex, these cruel spiritual shackles continue to destroy the energetic girl in her early 20s. She had to suppress her desires and her personality could not develop healthily. The strict hierarchy in Victorian period and the particularity of female teacher's profession made her lack social identity and vague social status which caused her anxiety of self-identity. The second chapter mainly analyzes female teachers' anxiety in interpersonal relationships. The communication between female teachers and others embodies a strong self-centeredness and a morbid desire for control. Egocentrism makes female teachers not only unable to be loved and cared by others, but rejected by everyone. The morbid desire to control made her and the people around her full of contradictions and conflicts. Due to improper interpersonal relationships, the anxiety of female teachers is increasing. The third chapter mainly discusses the failure of female teachers'anxiety relief measures. Female teachers use idealized and externalized ways to try to transfer the inner sin and the pursuit of good life to the outside world, so as to ease the inner conflict. The idealization causes the female teacher to immerse in the beautiful imagination, although temporarily alleviates the inner anxiety, but she can not accept the real image when returning to reality, which causes her exasperation and self-contempt. Through externalization, female teachers shift their obnoxious tendencies and qualities to the outside world and shirk their guilt. Although the inner conflict is driven out of consciousness and replaced by the external conflict, it greatly intensifies the friction and contradiction between her and the people around her. The female teacher more often accuses and retaliates against others, and as a result, not only does she not shift anxiety, On the contrary, the snow is made worse. This paper argues that female teachers' anxiety comes from three aspects: the lack of self-identity, the frustration of interpersonal relationships and the failure of measures to alleviate anxiety. The three forms the anxiety of the female teachers, which leads to the tragedy.
【学位授予单位】：吉林大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：I561.074
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