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INTELLECTUAL (Scientific)
REVOLUTIONS
-that transformed or defined society

 revolutionized the way we think of

the universe
 changed the general world views
of people in society
 explained specific phenomena
through precise measurements

Nicalaus Copernicus

Sigmund Freud

Charles Darwin

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https://www.freud.org.uk/learn/discover-sigmund-freud/life-and-work/

Why was Freud a revolutionary?

-his way of seeing humans and humans’ minds.

WHAT FREUD GIVES US:

 A theory of motivation
 A theory of thinking (which includes
dreaming, etc.)
 A theory of personality development
(psychosexual theory)
 A theory of mental structures (id, ego,
superego)
 A theory of psychotherapy

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Sigmund Freud (1856-1939)

Part I: Biography

 Sigismund Schlomo Freud was born

May 6, 1856
 One of 8 children, Jewish family
 Age 4, Freud’s father moved family
from Czech R. to Vienna, Austria

 born before the advent of telephones,

radios, automobiles etc.

Part II: WORKS

 Austrian doctor of the brain or a

neurologist
________.

 One of the first psychologists to

study human motivation.

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MOTIVATION THEORY

Freud-believed that mental illness is a

result of nurture, and not nature.

NATURE –
Genes
NURTURE-
Environment

FREUD often asked:

“What makes people do things?”

Answer:
MOTIVATION

NEEDS
What motivates people? ______
(food, shelter, clothing,…)

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Needs motivate
human behavior

Maslow's hierarchy of human needs. (From Maslow, A. (1970}.

Motivation and personality (2nd ed.).

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 Human motivation explains the reasons

why people behave the way they do.
 Being deprived of a need arouses a
feeling called _______________.

 Human motivation explains the reasons

why people behave the way they do.
 Being deprived of a need arouses a
feeling called DRIVES OR DESIRES
 People have DRIVES OR DESIRES in
the back of their minds

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Some of these drives and desires

cause people to behave irrationally.

To Freud, the human mind influences

one’s behavior & personality:

2 models of the mind:

(a) Topographical Model

(b) Structural Model
Note: NOT the PHYSICAL AREAS OF THE BRAIN. Just hypothetical conceptualization of the mental functions.

TOPOGRAPHY OF THE MIND

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Conscious (10%): consists of all the

mental processes of which we are aware
of
tip of the iceberg”
-”___

Preconscious (15%): contains thoughts

and feelings that we are not currently
aware of, but which can easily be brought
to consciousness
waiting room
-like a “mental ___________”

Unconscious mind (75%) stores all

the thoughts, memories, and feelings
traumatic
that are disturbing or “________”

- the brain protects itself by deeply

burying these memories in the
unconscious mind (“________”).
repression

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Conscious vs. Unconscious

Andrew
-started a new relationship w/ someone he
met at school. While talking to her one day,
he accidentally calls her by his ex-gf’s name.
Why Andrew???

• Inner forces outside of awareness

directing Andrew’s slip of the tongue
• Unresolved feelings for his ex, or doubts
in his new relationship
• Memories, emotions, thoughts, desires
influence his behavior

The unconscious mind is the primary

source of human behavior which
influences one’s judgment, feelings,
and decisions in life.

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MENTAL STRUCTURE
ID, EGO, SUPEREGO

1
2

Freud's single most enduring and

important idea

human psyche (personality)

-has more than one aspect.

id, ego and superego,

- developing at different stages
- systems, not parts of the physical
brain

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ID (“It”) unconscious part of the mind

 operates under the Pleasure Principle : "I
want what I want and I want it now!"
 control many of our actions (drives - the
primitive urges of our personality
hunger, thirst, aggression, sexual
drives
 animal-like & chaotic, avoids pain

EGO “I”- unconscious part of the mind

(Rational Self).
 Decision-making part of mind
o Decides what action to take in a positive way
and what to do based on what is believed is the
right thing to do.
 Tries to get the id to cooperate in the real life
“Reality Principle” –considers risks, possible
outcomes of decisions made
 Sometimes it repressed urges of the id

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SUPEREGO “above I”- unconscious part

of the mind that operates as a moral
conscience.
 Moralistic. Reminds us of what we
should do based on values and morals
learned from family/society
 Conscience & Idealistic self. Uses
guilt and self-reproach
(punish/reward)

The ID and the SUPEREGO are in

constant conflict. Your ID tells you to
do one thing, while SUPEREGO tells
you to do something else.

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SCENARIO
You have difficulty in in answering your test. Leila
sitting next to you is smarter than you. You can
easily make a glance on her paper …
You saw an Apple Ipad tablet left inside the men’s
toilet…. Actually you want to have one but has not
enough money to buy it…
You have been studying hard for a test in STS, but
are nervous because you typically don’t do very well
taking tests. You’re the last one to leave the
classroom a day before the test. Just as you’re
about to close the door you notice a paper on the
floor. You pick it up and look at it to discover that
it’s actually is tomorrow’s exam with the answer key
all filled in…

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When a child is born

 His mind is entirely ID

 As he grows, he tries things, sometimes

he fails, then learns to accept things that
are accepted in society, the EGO
develops

 The SUPEREGO, the last to develop, as

he learns the values of his parents and
the moral understanding of the world

Conflict: Id, Ego, Superego

Conflict Model: The self is NOT

UNIFIED; it is not a coherent,
singular entity. We’re not entirely
rational, not entirely in control

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Unbalanced Id, Ego, Superego

• If, as an adult, your Id is too dominant?
(very self-absorbed, don’t care about others,
only out for yourself)

• If, as an adult, your Ego is too dominant?

(distant, rational, efficient, unemotional,
cold)

• If, as an adult, your Superego is too

dominant? (guilt-ridden or self-righteous).

If the conflict between the ID and the

EGO is not resolved, then unhappiness or
mental distress are experienced.

Thus, in order to understand motivation, you

must understand what is in your unconscious
memory. This is the basis for now of
PSYCHOANALYSIS.

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PSYCHOANALYSIS

How do you get this out?

1) HYPNOSIS
 “The Talking Cure” therapy that
investigates the workings and
interactions between
conscious and unconscious
mind.
 Think of: “revealing,” “unearthing” what
have been hidden, repressed, in order
to become healthy.

The image of the therapist’s couch is

from Freud’s practice where patients
would lie as Freud interrogated them.

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2) DREAMS
- Freud believed dreams were your
unconscious mind talking to you. Dreams
were very symbolic and difficult to
analyze.
Eg: driving a car
(driver) means you feel in control of your life
(passenger) –someone else is in control of your
life
Horses –symbolize freedom

3) MEDITATION
– some Buddhist monks meditate for 15
hours a day!

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IMPACT ON SOCIETY

• groundbreaking views on the

unconscious
• dream psychology
• stages of psychosexual development
among human beings.

• change the way society dealt with

mental illness.
• Before psychoanalysis, mental illness
was almost universally considered
'organic'; that is, it was thought to
be a deterioration or disease of the
brain.

• a sharp dividing line between the

"insane" and the "sane."

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• Psychoanalytic therapy, which

explores how the unconscious
mind influences behaviors and
thoughts, has become an
important tool in the treatment
of mental illness and psychological
distress.

• up until 20th century frontal

lobotomies were performed on
patients

Lobotomy

o surgical procedure that removed parts

of the brain cortex in patients
suffering from auditory hallucinations
and other symptoms of mental illness
(symptoms later defined medically as
schizophrenia), manic depression and
mania (bipolar disorder)

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Neurosurgeons performing a prefrontal lobotomy (prefrontal

leukotomy) on a patient at Eastern State Hospital in Vinita,
Oklahoma, U.S., August 17, 1951.
AP Photo

PURPOSE of SURGERY:
 a state of sanity
putting patients into
a state of calm.

 One of the patients died several days

following the operation, and another
later committed suicide
(it is unclear whether the suicide was
associated w/the surgery).

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Psychosexual Development
• Five stages
• Each stage focuses on a part of the body for
experiencing pleasure.
• How conflicts between sources of pleasure are
resolved determines adult personality.

The Five Stages of Psychosexual

Development

• The Oral Stage (Birth to 18 months)

• The Anal Stage (18 months to 3 years)
• The Phallic Stage (3 to 6 years)
• The Latent Stage (6 years to puberty)
• The Genital Stage (Puberty on)

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The Oral Stage

• Pleasure centers around the mouth.
• Chewing, sucking, biting are sources of
pleasure.

The Anal Stage

• Pleasure centers around the anus.
• Eliminative functions are sources of pleasure.

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The Phallic Stage

• Pleasure focuses on the genitals.

• Self-manipulation is a source of pleasure.
• Oedipus Complex appears.

Definition of the Oedipus Complex

• The Oedipus Complex is Freud’s term for the

young child’s development of an intense desire
to replace the same-sex parent and enjoy the
affections of the opposite-sex parent.

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Resolution of the Oedipus Complex

• Children recognize that their same-sex parent

might punish them for their incestuous
wishes.
• To reduce this conflict, the child identifies with
the same-sex parent, striving to be like him or
her.

The Latent Stage

• The child represses all interest in sexuality.

• The child develops social and intellectual
skills.
• Energy is channeled into emotionally safe
areas.
• The child forgets the highly stressful
conflicts of the phallic stage.

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The Genital Stage

• This is a time of sexual reawakening.
• The source of sexual pleasure comes from
someone outside the family.

When conflict is not resolved:

Individuals may develop a fixation

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• A fixation occurs when the individual

remains locked in an earlier
developmental stage because needs are
under- or over-gratified.

Examples of Fixations
• Oral - Due to a parent weaning too early, as an adult the
individual seeks out oral gratification through smoking, drinking,
gum chewing.

• Anal - Due to a parent being too strict with potty training, as an

adult the individual is excessively neat and orderly (known as
“Anal Retentive”).

• Phallic - Due to a parent punishing the child for masturbating, as

an adult the individual seeks out pornography.

• Genital - Due to a parent smothering a child with too much

attention, as an adult the individual has difficulty in romantic
relationships due to being extremely “needy.”

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Psychosexual Stages of Development

• human pass through a series of stages
during childhood
• lack of proper nurturing and parenting
during a stage-fixated on that stage.
• Child’s pleasure-seeking urges
(governed by the id) are focused on a
different area of the body, called an
erogenous zone

Oral (0-1 years of age):

• mouth is the pleasure center for
development.
• infants are born with a sucking reflex
and desire their mother’s breast.
• When oral needs are not met during
infancy, child develops negative
habits such as nail biting or thumb
sucking to meet this need

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Anal (1-3 years of age):

• toddlers and preschool-aged children
begin to experiment with urine and
feces.
• The control they learn to exert over their
bodily functions is manifested in toilet-
training. Improper resolution of this
stage, such as parents toilet training
their children too early, can result in a
child who is uptight and overly
obsessed with order.

-END-

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Bibliography
•http://users.rcn.com/brill/freudarc.html
•http://www.utm.edu/research/iep/f/freud.htm
•http://www.allpsych.com/psychology101/ego.html
•Introduction to Psychology 4th edition. Rod Plotnik.
•http://encarta.msn.com/media_461543697/The_Mind_as
_an_Iceberg.html
•http://www.inkblottestwallpaper.com

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