著者

波多野 名奈

出版者

教育哲学会

雑誌

教育哲学研究 (ISSN:03873153)

巻号頁・発行日

vol.2005, no.92, pp.77-95, 2005-11-10 (Released:2010-05-07)

参考文献数

40

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H. Guntrip said that Freud's Ego has two types of thinking, “System Ego” and “Person Ego”, and that D. W. Winnicott the leading figure of the Independent School and the Object- Relations Theory in England deepened the latter. This paper examines his concept of Ego which inherited and further developed Freud's Ego. The author will discuss his theory about Ego with the term “playing” as related from two aspects of the diachronic- developmental and the synchronic- structural.From the perspective of child- development, Ego comes from the primary world of omnipotence. In this primary world, Me and Not Me are not divided but are merged, so that the relations with objects as Not - Me have not started yet. After the separation of Me and Not- Me, Ego is established. Until Ego takes shape the object- relations do not start.Ego is the “potential space” which is born in the place between two worlds, the primary world of omnipotence and the existent world of objects. Ego not only divides but also unites both worlds. This paradox has not been resolved in Winnicott's theory. At this point, he uses the term “playing”.Winnicott's Ego from the synchronic aspect appears as the fusion of the primary world of omnipotence and the world of objects. This fusion shows itself at cultural activities, especially at play. With Freud's case of “Cotton Reel” play or Winnicott's transitional objects, we can find a primitive form of the symbol which reproduces the primary world of omnipotence in the existent objects. These primary symbols have the ambivalent functions; to reproduce the primary world, on one hand, and to promote the separation from it, on the other. That is to say, Winnicott's Ego appears as “playing” in the duality.