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"Fromm, Erich."
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An Academic Call-to-Arms: Erich Fromm’s Biophilia and a Practical Solution to the Problem of the Great Transition for the Island of Kalymnos
Broadly speaking, this article is written for the express intent of beginning a solutions-oriented discussion among academics, inviting all to participate in presenting practical/hands–on suggestions with respect to implementing changes to help combat the impacts of climate change. More specifically, the article uses Erich Fromm’s concept of biophilia—existential health that promotes human flourishing as opposed to decay—as a template to assist in navigating local problems. It is suggested in the article that any practical solution brought forth must include (and involve) a means of shifting culture and mindset along with it. To fail in adequately involving (and evolving) the mindset of a given population to suit the times is to give way to either an exercise in futility, on the one hand, or, to invite change through force and violence on the other. Therefore, the suggestions for actionable adaptation given in the article are written for the local island of Kalymnos, Greece. The overarching hope is that practical solutions, pertaining to other local communities, will become a more mainstream mode of intellectual exchange while simultaneously aiding the cause for planetary survival and the flourishing of life.
Journal Article
Erich Fromm : explorer of the human condition
\"How can we conduct loving relationships with partners and productive interactions with clients or pupils? This is an introduction to Fromm's thought-provoking answers to these modern dilemmas which made him one of the most widely read thinkers of the 20th century. Ideal for students of History of Psychology, Social Psychology and Political Philosophy\"--Provided by publisher.
BOOK
The psychological is crucial: why Erich Fromm’s understanding of human needs contributes to defeating fascism
This article uses Erich Fromm’s list of five fundamental human needs discussed in The Sane Society (1955) to critically explore the role of psychological needs and desires in the concerning resurgence of fascist and far-right movements globally and especially in the United States. First, the article addresses the hesitancy expressed by some activists and theorists about engaging psychology in relation to fascism. I critique the view that such psychological inquiry undermines structural critique of society. I demonstrate that unproductive and harmful attempts to meet human needs outlined by Fromm are contributing to fascist resurgence and also to the rise of the ‘fascistic’ mass shooter, who must be understood as both influenced by structural/political dynamics and by the personal attempt to resolve the ‘existential’ problems of human life described by Fromm.
Journal Article
COMMON IDEALS SHARED BY EASTERN ORTHODOXY AND ERICH FROMM'S HUMANISM
There are shared humanistic tendencies in Erich Fromm's views and the ideas of Eastern Orthodoxy. The comparative method of this paper focuses on similarities between Fromm's humanistic psychoanalysis and Orthodox Christianity, while noting differences between them. In his works Fromm mentioned religious approaches, but he mostly referred to Protestantism (as a development from teachings of Martin Luther and John Calvin) and more rarely to Catholicism. Both streams have differences with Eastern Orthodoxy which is traditional for Russia. The individualism common to the western protestant model is contrasted with the community spirit, which is common to Russian culture and to the view of life of Russian Orthodoxy in particular. First, Fromm wrote about overcoming negative modes of life (such as estrangement or alienation) inherent to the first model, through adopting the second model. Second, humanistic views should be marked in ideas of Erich Fromm and Eastern Orthodoxy. The ideas of Erich Fromm and Eastern Orthodoxy are both based on a perception of a human being as a distinct whole personality, who should perceive as basic the values of self-development, love, creative self-realization, freedom, and responsibility. Also, free and whole personality cannot be formed without being a part of community of other persons, which is a very important point for both.
Journal Article
Normative identity work: exploring Erich Fromm’s perspective on self and society
This article explores the potential of normative identity work to foster humanistic transformation, drawing from Erich Fromm’s social theory. By engaging with Fromm’s insights into the interplay between individuals and societal structures, the analysis demonstrates how identity work – understood as an ongoing process of self-construction within social contexts – can confront what Fromm terms the ‘pathology of normalcy’. Central to the discussion are Fromm’s reflections on identity and its relationship to the human needs for rootedness, relatedness and the construction of a frame of orientation. The article integrates Fromm’s views on identity with contemporary identity research, illustrating the tensions between conforming to societal expectations and the pursuit of self-realisation. It introduces the ‘normative ABC of identity work’, a model structured around three key dimensions: agency, belonging and coherence. This model offers a lens to examine the various ways societal forces shape identity work, influencing individuals in directions that may either align with societal norms or open pathways towards humanistic growth and transformation. In the conclusion, the article emphasises the relationship between identity work and Fromm’s concept of social character, highlighting how social character can reflect and reinforce societal patterns while also pointing to the transformative potential embedded in humanistic values. This synthesis provides a critical framework for understanding how identity work can both sustain and challenge existing social norms and power structures.
Journal Article
Radicalizing the Role of the Emancipatory Teacher in the Crisis of Democracy: Erich Fromm’s Psychoanalytic Approach to Deweyan Democratic Education
This paper explores Erich Fromm’s contribution to Deweyan democratic education by referring to his psychoanalytic interpretation of John Dewey’s pragmatic theory. First, it employs the work by Gert Biesta to secure a space between critical pedagogy and Deweyan democratic education, from which Fromm’s theory can be discussed. Furthermore, it argues that Biesta’s perspective offers a valuable theoretical ground to extend the emancipatory potential of Deweyan democratic education, while avoiding some pitfalls of critical pedagogy. Subsequently, the paper contrasts Marcuse’s and Fromm’s views on Dewey to show how Fromm’s understanding of Dewey was more effective than that of Marcuse for developing the potential of Dewey’s philosophy. Next, the paper clarifies key similarities and differences between Fromm’s psychoanalysis and Dewey’s pragmatism, as it is applicable specifically to emancipatory education. Finally, the paper argues that despite the differences between these two thinkers, Fromm’s theory further radicalizes Deweyan democratic education by adding new elements to the list of preconditions on the role of the emancipatory teacher.
Journal Article