Psychodynamic Approach Case Study

1. The psychodynamic approach is the interrelation of the unconscious and conscious, where the mental and emotional determine ones personality and motivation. In our modern day society knowing ones own self is an important, but difficult task to ask yourself, and many has tried. Sigmund Freud was no exception. Freud’s psychodynamic approach was a new way to perceive human mentality (Harré 2006:44-45) and with the keyword unconscious and his tripartite theory of self – ego, super-ego and id, Freud created an insight to what the self is. The conscious I, conveys a quite minimal part of our true self – which means that our true self lies hidden underneath. This means that we have unconscious animal instincts that should be repressed or channelled

Education is a process of teaching a set of skills and knowledge to one person or a group, and is a very well discussed area. The basic idea of Knud Illeris’ model of learning states on a general level that learning takes place within a frame of the three corners of the triangle – the dimensions consist of cognition, emotion and environment. The cognitive dimension entails the learning content also described as knowledge and skill and will be build up by the learner through understand. The idea of this dimension is for the learner to construct a meaning and ability to deal with further life and generally explained, to develop functionality. The second dimension is the emotional dimension, which includes mental energy, feelings and motivations. This helps the learner develop sensibility. Thirdly is the social dimension, which focuses on external interaction like communication, and helps to personal integration in society. This basically happens in ones environment, but could not happen without the two above-mentioned dimensions (Illeris 2003:399f). Illeris states in his text on pages 400-401 an example on how the learning process does not always work. Another example on this could be exclusion. If a teacher is giving a lesson within a certain social understanding, then minorities might not understand the context, not because of lacking concentration, but maybe rather a lacking of background knowledge, his peers have gotten through childhood (Gilliam 2014:41ff). Illeris states himself that ‘both the cognitive and the emotional functions and their interplay are crucially dependent on the interaction process between the learner and the social, cultural and material environment’ (Illeris 2003:401). With the three dimension of his learning theory, Illeris provides a general accessible and coherent understanding of our learning, but if not all three dimensions are not at play at once, it loses value. The model is then really dependent on all three dimensions being