Szondi in Education: ethics in culture and in choice
Autor: Janina Sanches | Publicado: 2017-02-14T04:11:00-08:00





http://szondi.pte.hu/document/szondiana2014.pdf



   


Publisher / éditeur : International Szondi Association (ISA)



   


Reference: International Szondi Association (ISA), Société Internationale Szondi (SIS) at Szondi



   


Institute, Krähbühlstrasse 30, CH-8044 Z&nbsp;








Janina Sanches &amp; Clara Juareza Pereira

Szondi in education: ethics in culture and in choice........................................................................236&nbsp;



   
    
     1. Introduction


    


    
     Szondi in education:
ethics in culture and in choice


     Clara Juareza Pereira and Janina Sanches


    


    
     This article is a reflection to a quantitative-qualitative ethnographic study and research developed
during the months of March and April, 2014, which began with two groups of students of the
Faculty of Law of a private university in the NorthEast of Brazil, as co-researchers. Theoretical
fundaments are based on Lipot Szondi ́s (1893-1986) theory of choice. Bringing Szondi’s (1970,
2008)) theories to the anthropological studies of the culture of Education is due to the importance he
gave to the familial unconscious and the family being a close partner of education.
Methodologically the process began with the film projection of Neighbourhood Sounds, directed by
the Brazilian filmmaker Kleber Mendonça Filho, 2013, which is about life in a particular urban area
in the city of Recife, NorthEast of Brazil. It focuses on how life takes a new direction when four
men of a group of an informal security service sell “protection” to the families of this particular
urban area. After the film projection, our co-researchers were asked which of the several social
approaches of the film they wanted to investigate in their own reality in the city they live. To our
surprise, they chose the family complicity with the offender. They referred to the character of a rich
old man who said he had a grandson who used to steal car stereos and he advertised the informal
security men that he did not want his grandson to be bothered.


     As group’s choice was taken, we decided for the quantitative first part of the research. Students
went into the field to investigate and 288 questionnaires were completed on two basic questions: 1)
Whenever – active or passive – corruption occurs in a family, do you join to impede it? 2)
Whenever an offender is recognised in the family, does the family cooperate to prevent him/her?
Results found showed that family choice is to not impede corruption (85% of 180 answers) and to
not impede the offender (59% of 108 answers).


     After this result, we decided to start the construction of a theoretical methodological tool for
teachers. Based on Clara Juareza Pereira’s experience as as psychoanalyst, since the eighties using
the Szondi-test and my studies dedicated to the Continuous Teachers Training courses, we created
four Tables that explain in very simple terms Szondi's Vectors and Factors. Also providing proposals
of activities, in the hope that this knowledge contributes to the understanding of what ethics are;


    


    
     Szondi in education: ethics in culture and in choice


    


    
     236


    



  
 
 
  
  

   
    
     Szondiana 34
how to implement ethical activities in daily routine of the educational environment; to discuss
ethical principles so that students can internalise them and to evaluate the visibility of ethics in
actions. We introduce Szondi’s theory, the concepts about the Four Vectors and Factors; the Contact
drive or need for security and participation; the Sexual drive or Corporeal need; the Surprise drive
or Affectivity need which is fundamen-tal for ethics and the Ego drive (the manager of the drive's
functions) or construction of the Identity.
In the second phase of the project, the qualitative part of the method included observations of the
cultural symbolic system, the cultural analysis and the anthropological trajectory of the relation
family - education. As one of the lingering issues for education is ethics in family culture, this
article looks into this issue by considering the way ancient traditional family ethics are kept alive.
Concluding we hope the anthropology of Education fosters new concepts including the ancestral
strength of drives already considered in the myth-hermeneutical studies (Ferreira-Santos, 2003) and
in Szondi's theory of choice, as a paradigm. Concluding, we hope that this interdisciplinarity, which
provides a theoretical and methodological tool for teachers, can also provide support to deal
consciously with what all human being have in common, drives. So dealing consciously with broad
groups of students coming from different cultures, different family models, means also to
distinguish the influence of culture from the dynamics of drives.