The aim of this thesis is to explore from a theoretical and empirical perspective manifestation of primary envy in education and to build up an empirical methodology to differentiate the occurrences of aggression stemming from envy from occurrences of aggression stemming from frustration. The first part of the thesis discusses the theoretical framework of the study. I describe the main psychoanalytic concepts, which have informed the research. I investigate the psychoanalytic understanding of symbolization; verbal thought and language; introjection and projection from an objects relations perspective. A particular focus of the theoretical part is the concept of the unconscious phantasy of primary envy and its role in obstructing and destroying learning. Based on the theory I have extracted specific criteria. In order to test these constructs, I conducted a psychoanalytically informed observation of a group of adult learners. The empirical part of the investigation has generated three kinds of interlinked data: (a) the objective observation, (b) the subjective triangulation with the objective, and (c) the supervisory discussions. The data was tested against two sets of criteria that aimed to differentiate aggressive attacks stemming from envy from aggressive attacks stemming from frustration. The research is exploratory and aims to elucidate the occurrences of the two types of aggression in educational settings.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:654578 |
| Date | January 2013 |
| Creators | Stamenova, Kalina |
| Publisher | University of Essex |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
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