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• W293539744 abstract "Phantasy can be taken as mental expression of instincts, but also as a means of escape an escape from confronting external reality or frustrated reality within. In this sense, it becomes a defence: according to Hannah Segal, The individual, producing a phantasy of wish-fulfillment, is not only avoiding frustration and recognition of an unpleasant external reality, he is also, which is even more important, defending himself against reality of his own hunger and anger his internal reality. Phantasies, moreover may be used as a defence against other phantasies.[l] The distinction between defence mechanism and phantasy depends, Segal claims, on the difference between actual process and its specific detailed mental representation. She gives a good example of this: repression, a defence mechanism, can be actually experienced and recounted by a patient as an inner dam which could burst under pressure of a flood. What an observer can describe as a mechanism is experienced by person himself as a detailed phantasy.[2] Two arguments can be put forward: either anxiety and its phantasmatic support (support fantasmatique) are displaced onto mathematics, and defences are directed against mathematics, so indirectly containing anxiety; or anxiety is contained in some other way and defences can be seen to be mounted against this anxiety, mathematics serving as an instrument of this defence. Mathematics, then, through phantasies that it calls forth, can be either that which you can defend yourself against, or on other hand that which participates in a defence against anxiety. It can even sometimes, by splitting, serve as both. I have tried to study some of different defence mechanisms employed against mathematics by using a questionnaire with a group of 614 students from public educational establishments of Marne department. The questionnaire called for agreement or disagreement (on a fivepoint scale) with representative statements covering those themes that came up most frequently in 64 preliminary interviews. These interviews, lasting 45 minutes, were recorded and later transcribed. The same survey was carried out in Quebec and in Belgium; three samples amounted in all to 1420 students (about 45% of these being girls). The results were statistically analysed in some detail [3]. This revealed six main ways of grouping statements; these may be linked with certain well-known defence mechanisms." @default.
• W293539744 created "2016-06-24" @default.
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• W293539744 date "1993-01-01" @default.
• W293539744 modified "2023-09-28" @default.
• W293539744 title "Defence Mechanisms against Mathematics." @default.
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