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Sigmund Freud revolutionized our understanding of dreams by proposing that they are a window into the unconscious mind. According to Freud, dreams are not mere stories our minds create while we sleep but are profoundly meaningful narratives about our hidden desires and fears. He introduced two key concepts: manifest content and latent content. The manifest content is the actual content and imagery of the dream — what we remember when we wake up. The latent content, however, represents the...
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Magical thinking encompasses the belief in assumptions that defy logical reasoning yet appear intuitively convincing. It is a common psychological phenomenon that persists across various cultural and individual contexts. While these assumptions contradict empirical evidence and scientific laws, they often serve meaningful psychological roles in promoting emotional resilience and a sense of control, especially under stress or uncertainty.Thought-Action Fusion and the Law of SimilarityA key...
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Counterfactual thinking is a cognitive process wherein individuals mentally reconstruct alternative versions of past events, often beginning with “what if” or “if only.” This reflective mechanism plays a significant role in shaping emotional experiences and guiding future behavior. Though typically triggered by unfavorable or unexpected outcomes, counterfactual thinking can also emerge in mundane, everyday decisions and experiences, revealing its deep entrenchment in...
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Updated: Nov 22, 2025

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Dreaming in crisis.

Maddie Neufeld1

  • 1Teachers College, Columbia University, New York, NY 10027 USA.

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|January 11, 2021
PubMed
Summary

Teacher dreams during socio-political crises reveal the fantasy of education is impossible. Exploring personal dreams amidst violence and remoteness, the study finds crisis can foster new learning opportunities.

Area of Science:

  • Educational Psychology
  • Socio-political Studies
  • Psychoanalytic Theory

Background:

  • Socio-political crises significantly impact educational environments, affecting both teachers and students.
  • The concept of 'the dream of education' often involves fantasies of control, protection, and student transformation.
  • Previous research has not fully explored the manifestation of these educational fantasies within teacher's dreams during times of crisis.

Purpose of the Study:

  • To investigate how socio-political crises manifest in teachers' dreams concerning the realities of schooling.
  • To analyze the role of teacher fantasies in dreams during crisis, particularly concerning student protection and transformation.
  • To examine how specific crises, such as antisemitism, school violence, and COVID-19, expose the limitations of educational fantasies.
Keywords:
AntisemitismCovid-19CrisisDreamsTeachers

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Main Methods:

  • Qualitative analysis of the author's personal dreams during periods of socio-political crisis.
  • Exploration of psychoanalytic concepts, including transference, to understand dream content.
  • Examination of the interplay between psychical and material realities of schooling as depicted in dreams.

Main Results:

  • Teacher dreams during crisis highlight the inherent impossibility of the idealized 'dream of education'.
  • The author's own dreams revealed fantasies of protecting and transforming students as unattainable during crisis.
  • Crises related to violence and remoteness (e.g., antisemitism, school fighting, COVID-19) exposed the fragility of these educational fantasies.

Conclusions:

  • The conflicts arising from dreaming during crisis can paradoxically create opportunities for learning and adaptation.
  • Understanding teacher fantasies within dreams offers insights into the psychological impact of crises on education.
  • Crisis situations, while challenging, can lead to a more realistic and potentially transformative approach to education.