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Anna Freud (1895-1982)

 

Born on 3 December 1895, Anna Freud was the youngest of Sigmund and Martha Freud's six children. She was a lively child with a reputation for mischief. Freud wrote to his friend Fliess in 1899: "Anna has become downright beautiful through naughtiness... She grew up somewhat in the shadow of her sister Sophie, who was 2 1/2 years older than her. When her rival married in 1913. Anna wrote to her father: "I am glad that Sophie is getting married, because the unending quarrel between us was horrible for me." Anna finished her education at the Cottage Lyceum in Vienna in 1912, but had not yet decided upon a career. In 1914 she travelled alone to England to improve her English. She was there when war was declared and thus became an "enemy alien". She had to return to Vienna, with the Austro-Hungarian ambassador and his entourage, via Gibraltar and Genoa. Later that year she began teaching at her old school, the Cottage Lyceum. A photo shows her with the 5th class of the school c.1918. One of her pupils later wrote: "This young lady had far more control over us than the older 'aunties'." Already in 1910 Anna had begun reading her father's work, but her serious involvement in psychoanalysis began in 1918, when her father started psychoanalyzing her. In 1920 they both attended the International Psychoanalytical Congress at The Hague. They now had both work and friends in common. One common friend was the writer and psychoanalyst Lou Andreas-Salomé, who was once the confidante of Nietzsche and Rilke and who was to become Anna Freud's confidante in the 1920s. Through her, the Freuds also met Rilke, whose poetry Anna Freud greatly admired. Her volume of his Buch der Bilder bears his dedication, commemorating their first meeting. Anna's literary interests paved the way for her future career. "The more I became interested in psychoanalysis," she wrote, "the more I saw it as a road to the same kind of broad and deep understanding of human nature that writers possess." In 1922 Anna Freud presented her paper "Beating Fantasies and Daydreams" to the Vienna Psychoanalytical Society and became a member of the society. In 1923 she began her own psychoanalytical practice with children and two years later was teaching a seminar at the Vienna Psychoanalytic Training Institute on the technique of child analysis. Her work resulted in her first book, a series of lectures for teachers and parents entitled: Introduction to the Technique of Child Analysis (1927: American 1928) Later she was to say of this period: "Back then in Vienna we were all so excited - full of energy: it was as if a whole new continent was being explored, and we were the explorers, and we now had a chance to change things..." In 1923 Sigmund Freud began suffering from cancer and became increasingly dependent on Anna's care and nursing. Later on, when he needed treatment in Berlin, she was the one who accompanied him there. His illness was also the reason why a "Secret Committee" was formed to protect psychoanalysis against attacks. Anna was a member, and like the others was given a ring as a token of trust. After her father's death she was to convert one of his rings into a brooch. The Roman intaglio bears the figure of Jupiter enthroned, crowned by Victory and with Minerva in attendance. From 1927 to 1934 Anna Freud was General Secretary of the International Psychoanalytical Association.


a kreatív elme arról a képességéről ismerszik meg, hogy még a legrosszabb oktatási rendszereket is túléli
adimen sortzaileen ezaugarria beti izan da hezkuntza-sistemarik okerrenetan ere bizirauteko gaitasuna
äl tèst creatîvi äli én sänper stè cgnusó parché äli én bôni ed tgnîr bòta anc chi sistêma educatîv pió trésst
al têsti cun dimàndi imaginaziòun i sên sèimper fât arcgnàser per la capacitê ed scampêr ànch ai piò stùpid sistèma educatîv
alleman wiët ael, wie goêd e kreatief verstand èn stoët ès \'n opleeïng te iëverlaeve, prêl wie slaech daaj ooch ès
ar speredoù-krouiñ zo anavezet a-viskoazh evit dreistvevañ deskadurezh fall a bep seurt
as mentes creyatibas perén se han distinguito por a capazidá de perbibir encluso a ros piors sistemas educatibos
as mentes criativas sempre se distinguiram pela capacidade de sobreviver mesmo aos piores sistemas educativos
as mentes privilexiadas sempre se distinguiron pola súa capacidade de sobreviviren mesmos aos peores sistemas educativos
as mentes privilexiadas sempre se distinguiron pola súa capacidade de sobreviviren mesmos aos piores sistemas educativos
chi che l\'è bù de pensà argot el pol campà po a la pegiur de le scole
creatieve geesten hebben altijd slechte opvoeding weten te overleven
creative minds have always been known to survive any kind of bad training
depuis toujours, les esprits créatifs sont connus pour leur capacité de survivre à n\'importe quelle sorte de mauvaise formation
e mente creative en de longo stæte avvoxæ appreuvo ch\'en bonn-e de sorvevive a-i pezo scistemi educativi
feyti küme kimlogkogen ta rumel wenuntuwpelu ñi mogeluwael wej tunte weza kimeltuwün mew rume ta mülepe
hemîshe ewe selmawe ke zeynî xulqêner bergey hemû çeshne rahênanêkî xirap degrê
het is algemeen bekend dat creatieve geesten in staat zijn om elke opleiding, hoe slecht ook, te overleven
ij ëspìrit creativ a son conossù për esse bon à survive tuta sòrt ëd grama formassion
kreatiewe geeste was nog altyd daarvoor bekend dat hulle enige tipe swak opvoeding kan oorleef
kreativa sinnen har alltid betraktats som överlevare av dålig erfarenhet
Kreative Gemüter waren schon immer bekannt dafür, jede Art schlechter Ausbildung zu überleben (Anna Freud)
kreative mennesker ved altid hvordan man overlever et dårligt uddannelsessystem
kreemaj mensoj ĉiam distingiĝas per sia kapablo supervivi eĉ la plej malbonajn eduksistemojn
kūrybingi protai, kaip seniai žinoma, sugeba ištverti net prasčiausias lavinimo sistemas
l-imhuh krejattivi dejjem irnexxielhom jeghlbu kull xorta ta’ tahrig hazin
läbi aegade on loov mõistus paistnud silma oma võime poolest elada üle ka kõige hullemed haridussüsteemid
Las mentes creativas desemeyáranse siempres pola capacidá de sobruvivire fasta a los pïores sistemas educativos
las mentes creativas siempre se han distinguido por la capacidad de sobrevivir incluso a los peores sistemas educativos
le capocce pensanti se conoscheno da sempre pe´ esse´ capaci de sopravvive pure a li peggio sistemi educativi
lè dzein pllieinne d\'inveinchon ant adî z\'u ètâ cognusse po pouâi continuâ à vivre maugrâi on croûyo système de formachon
le ment creative a i è da senpar famose parchè i è bone da vivar anca sota la peggior educasion ch’as posa daragh
le menti creative son da sempre note pe la capacità de sopravvive anche tai peggiori sistemi educativi
le menti creative sono da sempre note per la capacità di sopravvivere anche ai peggiori sistemi educativi
Les esprits ki creyèt ont todi stî cnoxhous po sorviker a tote sôre di måva acsegnemint.
les mentes creatives siempre se distinguieron pola so capacidá de sobrevivir mesmo a los piores sistemes educativos
les ments creatives sempre s\'han distingit per la capacitat de sobreviure fins i tot als pitjors sistemes educatius
li menti criativi su da sempi conosciuti picchì sannu sopravvivi puru alli peggiori sistemi educativi
lis ments creativis son di simpri cognossudis par capacitât di sorevivi ancje ai pies sistemis educatîvs
los espritos kreativos se amostraron siempre kapaches de sovrebivir i en los mas negros sistemas edukativos
luovat mielet ovat aina pystyneet selviytymään huonoimmastakin opetuksesta
mae meddyliau creadigol wastad wedi bod yn nodedig am oroesi pob math o addysg wael
mashtij jontj sodaft koda povsj kaljdaev tonvtumada melae sjuljdaerjdaemanksa
mendjet krijuese janë të njohura për aftësinë e të mbijetuarit edhe në sistemet më të këqija edukuese
mentenan kreativo semper tabata konosí pa sobreviví kada sorto di mal training
mentes ad creandum aptae semper insignes fuerunt propter virtutem supervivendi pessimis rationibus institutoriis
mijîyên afrêner tim û tim li hember perwerdeya kirêt berxe dane û mayendene
miklir hugsuðir hafa ávallt verið þekktir fyrir að láta ekki lélega menntun standa í vegi fyrir sér
oduvijek je znano da kreativni umovi prežive svako loše školovanje
radoši prāti vienmēr ir pārdzīvojuši jebkura veida sliktu apmācību
s-a ştiut întotdeauna că minţile creative supravieţuiesc oricăror sisteme proaste de educaţie
shaferishe moykhes zaynen bavust der mit vos zey hobn keseyder gekent iberlebn yedn min shlekhtn khinekh
ta ciofàja pu jennùne ine, \'zze panta, annorimmèna jai zzèrune na zzìsune puru \'sus chiru sistemu educativu
tvorivé mysle boli vždy známe kvôli svojej schopnosti prežiť aj v najhorších výchovných systémoch
tvůrčí duchové se vždy vyznačovali tím, že přežili špatnou výchovu všeho druhu
umysły kreatywne są od dawna znane jako zdolne do przetrwania nawet w najgorszych systemach edukacyjnych
yaratıcı beyinler daima kötü eğitimin etkilerinden korunabilmişlerdir
\'e sinne criative songo \'a sempe canasciute p\'\'a capacetà \'e riuscì a ccampà pure int\'ê pegge sisteme educative
\'i menti criativi sunnu da sempri canusciuti picchì sannu supravvìviri puru ai peggiu sistemi erucativi
είναι γνωστό ότι τα δημιουργικά μυαλά πάντα επιβιώνουν μετά από κάθε είδους κακή εκπαίδευση
съзидателните натури са били винаги известни с това, че преживяват всяко лошо образование
творческие умы, как давно известно, способны выжить при любом дурном обучении
увек је било познато да креативни умови преживљавању било коју врсту лошег подучавања
ידוע שמוחות יצירתיים הצליחו להתגבר על חינוך גרוע
افکار خلاق همواره شناخته شده است که تربیت نادرست را سپری می کنند
الأذهان الإبداعية هي تلك المعروفة بقدرتها على النجاة من أسوأ النظم التعليمية
रचनात्मक दिमाग़ किसी भी प्रकार की ख़राब ट्रेनिंग से उत्तरजीवी होते हैं
创造性的思想一直被视为在劣质的训练体制下生存的能力
創造性的思想一直被視爲在劣質的訓練體制下生存的能力