Russell Grigg – författare

"Undoubtedly, ‘Contributions to the Masculinity Complex in Women,’ is an underrated paper. This may be due to its not being published in English until 1924, well after Freud introduced the term ‘masculinity complex’ into his own writings. However, Van Ophuijsen’s paper was originally presented to the Dutch Psycho-Analytical Society much earlier, on 23rd June 1917. It was published in German the same year and in Dutch the following year. The term ‘masculinity complex’ is in fact van Ophugsen’s invention and Freud acknowledges his debt in his 1919 paper, ‘A Child is Being Beaten’. It is also in the present paper that various manifestations and possible consequences of penis envy are first clearly expressed, just as the libidinal investment in the ‘virile’ erogenous zone is linked to the attachment to the mother. This last point is particularly important, and Freud will later appeal to it in explaining the phallicism of the little girl. The material van Ophuijsen draws on derives from five case studies of obsessional women. One of the cases, who is here simply referred to as H., is subsequently discussed by Jeanne Lampl de Groot in her 1928 paper, ‘Evolution of the Oedipus Complex in Women’, a discussion Freud alludes to in his ‘Female Sexuality’ of 1931. The analysand was referred to Lampl de Groot because of difficulties encountered in the transference to a male analyst. It is also worth noting that van Ophuijsen takes her to be an obsessional, while Lampl de Groot diagnoses hysteria. Van Ophuijsen’s starting point concerns one aspect of the theory of penis envy; namely, that it derives from the sense a woman has of having been injured in infancy through no fault of her own and hence she will blame her mother for having brought her into this world as a woman instead of a man. This matches some character types encountered in analysis, van Ophuijsen conjectures. He also points out that this turning against the mother is, as with the castration complex, founded on a belief in the possibility of possessing the penis. The difference between the castration and masculinity complexes is that the sense of guilt attached to the former is absent from the masculinity complex, in which, on the other hand, what predominate are the sense of having been wronged and accompanying bitterness and reproaches. Moreover, the term is intended to connote the presence of a form of rivalry with men rather than the presence of any overt masculine characteristics. Finally, one should note the connection between the masculinity complex and the urethral erotism which van Ophuijsen explains in terms of a regression to the auto-erotic stage later tackled by other analysts such as Karen Homey."

"Published in association with the Journal for Lacanian Studies (JLS), the Ex-tensions series of short books aims to address “extant tensions” affecting the broad field of Lacanian psychoanalysis, whether they originate within its own boundaries or outside its direct sphere of influence. The 6rst of these books is by the renowned Lacanian Jacques-Aloin Miller. On Wednesday 8 October 2003, the French National Assembly passed a bill intended to regulate, for the 6rst time, the practice of psychotherapy in France. Moved by Bernard Accoyer, the purpose of the legislation was to restrict the practice of psychotherapy to psychiatrists and clinical psychologists; it would effectively no longer be legal for any other practitioners, including psycho- analysts, to practice in the sphere of mental health. "

"Undoubtedly, ‘Contributions to the Masculinity Complex in Women,’ is an underrated paper. This may be due to its not being published in English until 1924, well after Freud introduced the term ‘masculinity complex’ into his own writings. However, Van Ophuijsen’s paper was originally presented to the Dutch Psycho-Analytical Society much earlier, on 23rd June 1917. It was published in German the same year and in Dutch the following year. The term ‘masculinity complex’ is in fact van Ophugsen’s invention and Freud acknowledges his debt in his 1919 paper, ‘A Child is Being Beaten’. It is also in the present paper that various manifestations and possible consequences of penis envy are first clearly expressed, just as the libidinal investment in the ‘virile’ erogenous zone is linked to the attachment to the mother. This last point is particularly important, and Freud will later appeal to it in explaining the phallicism of the little girl. The material van Ophuijsen draws on derives from five case studies of obsessional women. One of the cases, who is here simply referred to as H., is subsequently discussed by Jeanne Lampl de Groot in her 1928 paper, ‘Evolution of the Oedipus Complex in Women’, a discussion Freud alludes to in his ‘Female Sexuality’ of 1931. The analysand was referred to Lampl de Groot because of difficulties encountered in the transference to a male analyst. It is also worth noting that van Ophuijsen takes her to be an obsessional, while Lampl de Groot diagnoses hysteria. Van Ophuijsen’s starting point concerns one aspect of the theory of penis envy; namely, that it derives from the sense a woman has of having been injured in infancy through no fault of her own and hence she will blame her mother for having brought her into this world as a woman instead of a man. This matches some character types encountered in analysis, van Ophuijsen conjectures. He also points out that this turning against the mother is, as with the castration complex, founded on a belief in the possibility of possessing the penis. The difference between the castration and masculinity complexes is that the sense of guilt attached to the former is absent from the masculinity complex, in which, on the other hand, what predominate are the sense of having been wronged and accompanying bitterness and reproaches. Moreover, the term is intended to connote the presence of a form of rivalry with men rather than the presence of any overt masculine characteristics. Finally, one should note the connection between the masculinity complex and the urethral erotism which van Ophuijsen explains in terms of a regression to the auto-erotic stage later tackled by other analysts such as Karen Homey."

"Published in association with the Journal for Lacanian Studies (JLS), the Ex-tensions series of short books aims to address “extant tensions” affecting the broad field of Lacanian psychoanalysis, whether they originate within its own boundaries or outside its direct sphere of influence. The 6rst of these books is by the renowned Lacanian Jacques-Aloin Miller. On Wednesday 8 October 2003, the French National Assembly passed a bill intended to regulate, for the 6rst time, the practice of psychotherapy in France. Moved by Bernard Accoyer, the purpose of the legislation was to restrict the practice of psychotherapy to psychiatrists and clinical psychologists; it would effectively no longer be legal for any other practitioners, including psycho- analysts, to practice in the sphere of mental health. "

The contributors examine Lacan’s theory of the four discourses, his critique of the Oedipus complex and the superego, the role of primal affects in political life, and his prophetic grasp of twenty-first-century developments. They take up these issues in detail, illuminating the Lacanian concepts with in-depth discussions of shame and guilt, literature and intimacy, femininity, perversion, authority and revolt, and the discourse of marketing and political rhetoric. Topics of more specific psychoanalytic interest include the role of objet a, philosophy and psychoanalysis, the status of knowledge, and the relation between psychoanalytic practices and the modern university.

Contributors. Geoff Boucher, Marie-Hélène Brousse, Justin Clemens, Mladen Dolar, Oliver Feltham, Russell Grigg, Pierre-Gilles Guéguen, Dominique Hecq, Dominiek Hoens, Éric Laurent, Juliet Flower MacCannell, Jacques-Alain Miller, Ellie Ragland, Matthew Sharpe, Paul Verhaeghe, Slavoj Žižek, Alenka Zupancic

This fully updated third edition of Becoming an Outstanding Primary School Teacher includes new material on blended learning, pedagogical leadership and teaching entrepreneurial skills. It offers comprehensive coverage of all the key topics that engage primary teachers, including planning, meeting curriculum demands, promoting positive behaviour, assessment, engaging with parents, research, and professional development. Throughout, Russell Grigg draws on theory, research, and case studies of classroom practice to discuss what it takes to become an outstanding primary teacher, making this essential reading for raising pupils’ standards of achievement through high quality teaching.

How do primary teachers who excel in their work approach topics such as planning and assessment? What strategies do they use to inspire pupils when teaching English, Mathematics, Science, and other subjects? How do they keep on top of everything in managing workload and still get the best from pupils? These are the kinds of questions that this revised third edition addresses. It includes:

• more than sixty ground-breaking infographics to convey key points in a highly accessible way

• discussion of recent curriculum changes in the UK and the implications for high quality teaching

• tried-and-tested classroom strategies, points for reflection and further research to bridge theory and practice

• key concepts and international views on topics such as creativity, teachers’ well-being, and assessment

• reflections on the lessons from the recent pandemic such as the need for a robust digital pedagogy

• extensive references for further research.

Becoming an Outstanding Primary School Teacher has been updated to reflect significant changes in the context within which primary teachers operate both in the educational system and broader society. Providing a complete guide to the notion and practices of outstanding teaching, this a vital reference for trainee teachers, NQTs, and more experienced practitioners who aspire to excellence in their teaching.

This fully updated third edition of Becoming an Outstanding Primary School Teacher includes new material on blended learning, pedagogical leadership and teaching entrepreneurial skills. It offers comprehensive coverage of all the key topics that engage primary teachers, including planning, meeting curriculum demands, promoting positive behaviour, assessment, engaging with parents, research, and professional development. Throughout, Russell Grigg draws on theory, research, and case studies of classroom practice to discuss what it takes to become an outstanding primary teacher, making this essential reading for raising pupils’ standards of achievement through high quality teaching.

How do primary teachers who excel in their work approach topics such as planning and assessment? What strategies do they use to inspire pupils when teaching English, Mathematics, Science, and other subjects? How do they keep on top of everything in managing workload and still get the best from pupils? These are the kinds of questions that this revised third edition addresses. It includes:

• more than sixty ground-breaking infographics to convey key points in a highly accessible way

• discussion of recent curriculum changes in the UK and the implications for high quality teaching

• tried-and-tested classroom strategies, points for reflection and further research to bridge theory and practice

• key concepts and international views on topics such as creativity, teachers’ well-being, and assessment

• reflections on the lessons from the recent pandemic such as the need for a robust digital pedagogy

• extensive references for further research.

Becoming an Outstanding Primary School Teacher has been updated to reflect significant changes in the context within which primary teachers operate both in the educational system and broader society. Providing a complete guide to the notion and practices of outstanding teaching, this a vital reference for trainee teachers, NQTs, and more experienced practitioners who aspire to excellence in their teaching.

Using a wealth of infographics and classroom examples, Dogs in Schools sets out the pedagogical principles that schools can employ to work with school dogs in a way that promotes the well-being of all participants and creates a safe environment for all.

This is the first book to combine theory and research with the views of experienced teachers and professionals working around the world, from the United Kingdom to India, from Australia to mainland Europe. Their perspectives illustrate the wide-ranging interest in school dogs but also highlight common concerns. For policymakers, this is a book not to ignore because it shows how dogs have the potential to make a significant contribution to children''s well-being at a time of growing concern in this area. Simultaneously, the authors endorse the views of contributors who call for the introduction of humane regulations and fulsome guidance so that school dogs are viewed as sentient companions and not relegated to the latest educational fad.

This is a must-read book for all those who are serious about humane education and ensuring the well-being and happiness of both children and dogs.

Using a wealth of infographics and classroom examples, Dogs in Schools sets out the pedagogical principles that schools can employ to work with school dogs in a way that promotes the well-being of all participants and creates a safe environment for all.

This is the first book to combine theory and research with the views of experienced teachers and professionals working around the world, from the United Kingdom to India, from Australia to mainland Europe. Their perspectives illustrate the wide-ranging interest in school dogs but also highlight common concerns. For policymakers, this is a book not to ignore because it shows how dogs have the potential to make a significant contribution to children''s well-being at a time of growing concern in this area. Simultaneously, the authors endorse the views of contributors who call for the introduction of humane regulations and fulsome guidance so that school dogs are viewed as sentient companions and not relegated to the latest educational fad.

This is a must-read book for all those who are serious about humane education and ensuring the well-being and happiness of both children and dogs.

The second edition of Teaching Primary Humanities, which focuses on history, geography and religious education, has been fully updated to reflect policy developments and recent curriculum changes throughout the United Kingdom. The authors reaffirm the importance of teaching the humanities in a fast-changing world. This is a book packed full of practical ideas to make learning enjoyable, challenging and relevant.

This revised edition features:

Chapters include tasks, research briefings and points for reflection to stimulate further thinking. Teaching Primary Humanities should be essential reading for trainee teachers and experienced practitioners looking for support and inspiration to showcase the contribution of the humanities to children’s all-round education.

The second edition of Teaching Primary Humanities, which focuses on history, geography and religious education, has been fully updated to reflect policy developments and recent curriculum changes throughout the United Kingdom. The authors reaffirm the importance of teaching the humanities in a fast-changing world. This is a book packed full of practical ideas to make learning enjoyable, challenging and relevant.

This revised edition features:

Chapters include tasks, research briefings and points for reflection to stimulate further thinking. Teaching Primary Humanities should be essential reading for trainee teachers and experienced practitioners looking for support and inspiration to showcase the contribution of the humanities to children’s all-round education.

How do we encourage children to think deeply about the world in which they live?

Research-based and highly practical, this book provides guidance on how to develop creative and critical thinking through your classroom teaching.

Key coverage includes:

·         Classroom-ready ideas to stimulate high-order thinking

·         How to think critically and creatively across all areas of the curriculum

·         Case studies from primary, secondary and special schools

·         Philosophical approaches that give pupils the space to think and enquire

This is essential reading for anyone on university-led and schools-based primary and secondary initial teacher education courses including undergraduate (BEd, BA QTS), postgraduate (PGCE, SCITT), School Direct, Teach First and employment-based routes and also anyone training to work in early years settings.

How do we encourage children to think deeply about the world in which they live?

Research-based and highly practical, this book provides guidance on how to develop creative and critical thinking through your classroom teaching.

Key coverage includes:

·         Classroom-ready ideas to stimulate high-order thinking

·         How to think critically and creatively across all areas of the curriculum

·         Case studies from primary, secondary and special schools

·         Philosophical approaches that give pupils the space to think and enquire

This is essential reading for anyone on university-led and schools-based primary and secondary initial teacher education courses including undergraduate (BEd, BA QTS), postgraduate (PGCE, SCITT), School Direct, Teach First and employment-based routes and also anyone training to work in early years settings.

How do we encourage children to think deeply about the world in which they live?

Research-based and highly practical, this book provides guidance on how to develop creative and critical thinking through your classroom teaching.

Key coverage includes:

·         Classroom-ready ideas to stimulate high-order thinking

·         How to think critically and creatively across all areas of the curriculum

·         Case studies from primary, secondary and special schools

·         Philosophical approaches that give pupils the space to think and enquire

This is essential reading for anyone on university-led and schools-based primary and secondary initial teacher education courses including undergraduate (BEd, BA QTS), postgraduate (PGCE, SCITT), School Direct, Teach First and employment-based routes and also anyone training to work in early years settings.