10x17 - 10 Viennese Museums, 17 Sustainable Development Goals
The Sigmund Freud Museum is participating in the 10x17 initiative jointly initiated by ICOM and OekoBusiness Wien and is thus facing up to its responsibility for sustainability in society and the environment: As one of ten Viennese museums, we are actively working on the implementation of the 17 Sustainable Development Goals (SDGs) of the United Nations.
The "17 United Nations Sustainable Development Goals" (SDGs) are a global plan to promote sustainable peace and prosperity to protect our planet by 2030. Since 2016, UN member states have been working to fight poverty and reduce inequalities with the help of this plan. Accordingly, it is also important to include the needs and priorities of the most vulnerable population groups and countries. The "how" is to be translated into national development plans.
Each of the participating cultural institutions has set itself two of these goals in order to refer to them in its daily work as well as in its programming and to promote their worldwide implementation. The Sigmund Freud Museum has chosen the following goals:
Goal 5: Achieve gender equality and empower all women and girls.
Goal 16: Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels.
As soon as a project or activity of the Sigmund Freud Museum corresponds to one of the two goals, we provide the announcement and program page with the corresponding logo.
In the coming months, the museum will also present specially developed programs as well as thematically related events and educational projects in order to draw attention to the importance of the Sustainability Goals and to acknowledge the social responsibility of a cultural and scientific institution.
In the future, the Sigmund Freud Museum will use the 17 United Nations Sustainable Development Goals to guide its daily work - for this reason, we will also take the other goals into account in our work.
These Viennese Museums take part in the project:
- Dom Museum Vienna
- House of Austrian History
- Jewish Museum Vienna
- Kunst Haus Wien Museum Hundertwasser
- MAK – Museum of applied Arts
- MuseumsQuartier Wien
- Sigmund Freud Museum
- Austrian Museum of Folk Life and Folk Art
- Wien Museum
- Association of Visual Artists Vienna Secession
Meet Ricardo Ainslie
Since 1999, the Sigmund Freud Foundation and the Austrian Fulbright Commission invite American scientists for a study visit which is combined with a visiting professorship on a university in Vienna. We introduce you to this year's grantee Ricardo Ainslie, who arrived in March and took office in Berggasse 19.
What does it mean to you, working at Berggasse 19?
For me this is, of course, sacred space. I am a few meters away from where Sigmund Freud wrote the oeuvre that helped shape the 20th Century, intellectually and culturally. These are also texts that I have studied and turned to throughout my professional life (and once again in the work I am doing while a visiting scholar at the museum!).
Since you are here for the first time: How did you expect Vienna to be?
I had a vague impression of Vienna as a European city, but few details. I had read things like Bücher’s Fin-De-Siecle Vienna and for two decades I have had a copy of Edmund Engelman’s Berggasse 19 in my office. But I had very little sense of the city as a modern space, nor of the city’s rich and complex history. What I have discovered is that the city is an amazing, dynamic urban space which every day brings novel experiences which I cherish.
Does the city meet your expectations?
The city has exceeded my expectations by a large measure. I am grateful to have the privilege of living here for an extended period.
You came here in a very tense situation: the pandemic is still not over, and there is a war raging in Ukraine, which is not too far from Austria. Being an Educational Psychologist, can you imagine the effects the crisis combined with a threat caused by this war inflicts upon young people?
The pandemic, and the radical way in which it has transformed our lives, regardless of age, is a terrifying phenomenon that we have endured. But young people, especially school-aged children, have born the brunt of it. Not in raw deaths, of course, which we know have most affected our elderly citizens, but in terms of experiences that are critical to children’s development such as school and social contact with friends and even with family. And of course the shadow of fear cast by the pandemic is very real to them; for over two years they have lived with the ever present awareness (masks, sanitizers, the avoidance of public spaces, and friends and family who have fallen ill) that their health and the health of loved one’s is in danger. It has been our modern-day plague.
The war in Ukraine brings a different stress to the lives of young people. Awareness of the war is inescapable in Vienna. Ukrainian refugee children are entering their schools, Ukrainian flags, displayed in solidarity, are ever-present reminders of the crisis, and the news is followed closely. I was taken aback when my wife and I received an email from our children’s school seeking permission to administer iodine pills in the event of an incident involving the Ukrainian nuclear powerplants in the war zone. I understand that this directive came from the Austrian educational authorities. The war, in this sense, feels quite palpable and must infiltrate children’s consciousness in complex ways. Thus, young people have are facing two very substantive threats to their sense that they are safe and that their world is reliably stable.
Why did you apply for the Fulbright-Freud Scholarship?
I applied for the Fulbright-Freud Scholarship because for some time I have had a book project in mind focusing on the idea that cities are psychic spaces that shape who we are in both conscious and unconscious ways. The idea is derived from a line in Civilization and its Discontents which has stayed with me since I first read it in graduate school, in which Freud invites the reader to consider Rome as a “psychical entity”. The scholarship is allowing me focused time to research and write, which is critical to advancing this book project.
Please let us know more about your general fields of interest as a scholar.
I have always been a rather eclectic scholar/academic. Psychoanalysis, both as a theory and as a clinical practice, is the basis for my work, however, my research is always quite interdisciplinary. My psychoanalytic ethnographies have explored problems of social transformation, race and ethnic conflict, and of violence in communities in Texas and Mexico. These have of necessity brought me into the fields of sociology, cultural studies, and history to find theoretical reference points to help me understand these communities, although my methodology is always descriptive and based on the way in which I approach my patients in the clinical setting: curious, empathic, and intent on creating a space where interesting and unanticipated narratives can emerge.
You are working as a filmmaker, photographer and as an author: What are the upcoming projects in these fields?
Historically, I have alternated between film/documentary projects and book projects. When I finish my current City and Psyche book, I know a new project will emerge to become the object of my obsession. I have faith in that process, and the truth is that many of my projects have begun with an incident in a city or community that draws my interest and which I begin to explore – an exploration that often as not eventuates in a focus that I had not anticipated. As I begin to do the work in that setting, the way(s) in which I might represent the narratives also becomes clear. It may be a journal article, or a book, or a documentary film, or a photographic exhibit or, not uncommonly, a combination of these ways of narrating what I have encountered. It is hard to predict!
In his books, documentary films, and photographic exhibits, Ricardo Ainslie engages social and cultural topics through a psychoanalytic lens. He is a Guggenheim Fellow, a member of the Texas Institute of Letters, the Philosophical Society of Texas, and a recipient of the Rockefeller Foundation Bellagio Center Residency, among other awards. In addition to publishing regularly in academic journals, his books include The Fight to Save Juárez: Life in the Heart of Mexico’s Drug War (University of Texas Press, 2013), and Long Dark Road: The story of Bill King and Murder in Jasper, Texas, (University of Texas Press, 2004). His most recent documentary is The Mark of War (2018), a film about the lives of seven men who served in the Vietnam War.
Ricardo Ainslie holds the M.K. Hage Centennial Professorship in Education at the University of Texas at Austin in the Department of Educational Psychology, serves as director of research and education for AMPATH Mexico at Dell Medical School, and is director of the LLILAS Benson Mexico Center at the University of Texas at Austin.
As the 2022 Fulbright-Freud Visiting Scholar, he is working on a book manuscript titled “City and Psyche”. He will also give a public lecture at the University of Vienna (“Individual and collective anxieties: A psychoanalytic reflection on the psychological impact of immigration and social transformation”), and three seminars on “Psychoanalysis beyond the consulting room: Understanding, intervention, and methodology” at the Research Unit ‘Psychoanalysis and Education’ at the Department of Education of the University Vienna.
Visit Ricardo Ainslie's lecture "City and Psyche: A Psychoanalytic Exploration of Architecture and Subjectivity" on June 30, 2022 at the Sigmund Freud Museum!
The Spanish flu, Covid-19 and Sigmund Freud
What can we learn from history?
"If we say we are fighting the virus, we will defeat it, we are speaking in war metaphors that actually do not apply to the virus. This shows how abstract the situation is. We don't even have an appropriate language for it.” (Annemarie Pieper, 2020)
What would be an appropriate language and how can we find one in times of Corona, when there is so much human misery and death during global pandemic? Are we not confronting again “a crisis of the imagination” (see Tom Friedman, New York Times, 2001) as on September 11, 2001, when we could not find any suitable words at first to describe the collapse of the “Twin Towers” in New York after a plane flew into both towers and caused them to collapse? Nowadays we are not faced with a brutal terrorist, a politically motivated act that leaves us speechless, but we are faced with an invisible virus that has infected millions of people and claimed tens of thousands of lives worldwide in a devastating and unexpectedly rapid manner.
In order to find a language, a symbolic system, to grasp linguistically the Real and to integrate the current catastrophe, I became interested in the question of how Sigmund Freud himself, at the beginning of the last century, might have reacted to the then extremely devastating pandemic of the Spanish flu, and how he might have integrated it into his own writings. The only thing I knew was that Sophie Halberstadt-Freud, his favorite daughter, his "Sunday Child", died on January 25, 1920 of this virus infection and that her death, as well as that of her youngest son, Heinerle, three years later evoked a deep sadness and despair in Freud, which was only later to be recognized. He announced the death of Sophie to his mother Amalia on January 26, 1920 with the following words:
The mourning came later, but what did not come was a look back at the effects of the Spanish influenza upon his own work and the traces that the Spanish pandemic had left on the other family members. Thanks to the correspondence with Karl Abraham, however, we can learn that Freud's wife Martha had already contracted "flu pneumonia" in May 1919. "My wife now has a real flu pneumonia, but it seems to be going well, we are advised not to worry" (Freud/Abraham, 2009, p. 620). However, through a footnote by Ernst Falzeder and Ludger Hermanns, we learn that “Martha Freud was not to recover from this flu for months. From 1918 to 1919 the so-called Spanish flu raged, which killed more people than during the First World War, including Freud's daughter Sophie (died January 25, 1920)” (Freud / Abraham, 2009, p. 621). After her recovery, Martha decides to go to a sanatorium in Parsch, near Salzburg and Freud and his sister-in-law Minna drive to a somewhat more expensive sanatorium in Bad Gastein, which prompted him to write the following words to Karl Abraham on July 6, 1919:
My wife is, I can say, completely recovered. She travels to the Parsch sanatorium near Salzburg on the 15th of the month, at the same time as I drive with my sister-in-law to Gastein. Her doctor insists on trying a high-altitude climate with a very calm life. My daughter is trying to enter Bavaria near Reichenhall together with a friend (Margarete Rie, note JWB). Do not be surprised that we choose such expensive stays during these times. Everything near Vienna is even more expensive, almost unaffordable, most summer holidays are blocked, everything related to traveling abroad is still unbearable drudgery. And you don't want to completely miss out on refreshment while it's warm. Who knows how many of us will survive the next winter, from which evil can be expected. Also, the security of material doom as a result of our state situation does not encourage any thrift economy. (ibid., p. 624, emphasis JWB)
In addition to the nonchalance with which Freud informs his colleague Abraham that he is going to the more expensive sanatorium with Minna instead of with his wife Martha to Parsch near Salzburg, we also learn elsewhere that three more Freud children had been suffering from the influenza, they were: Anna, Ernst and Mathilde. There is hardly any mention of their illnesses, because Freud keeps a low profile towards his friends and colleagues with regard to these illnesses. In addition, Freud's concern for his son Martin, who is still in captivity at the end of the war, hovers also rather silently in the background. On December 2, 1918, Freud writes to his friend Abraham that his son Martin had not yet returned, "(...) all information indicates that his entire troop was captured without a fight, so that would not be the worst thing; no news about his personal fate since October 25th. Ernst is in Munich, Oli, unrobed at home. The restrictions are bad with us, the uncertainties are large, practice is of course marginal.” (ibid, p. 604, emphasis JWB) Two weeks later, Freud still does not know where Martin is being held, and “this contributes to the depressed mood of these times.” (ibid., p. 607) It was only on January 19, 1919, three months after the first information about his arrest, that Freud learns that Martin had been arrested in Genoa. In July, at the time when Martha, Minna and Freud were going to separate sanatoriums, Martin was released from captivity and returned to Vienna.
In contrast to today's Covid-19 pandemic, Freud seems to have viewed the Spanish influenza as a difficult, but less prominent “side-show” (Nebenschauplatz) in light of all the other hardships and fatalities he had had to endure. By reading his various letters at a time when he had also written such major texts as, "The Taboo of Virginity" (1918), "The Uncanny" (1919) and "A Child is Being Beaten" (1919), we gain a picture of Freud as a man who was faced almost daily with food and heating costs as well as other economic restrictions of all kinds. "The restrictions are bad for us, the uncertainties are great, clinical practice is of course low" and "it is bitterly cold in the room", he writes to Abraham on December 2, 1918 and then again on February 9, 1919 (ibid., p. 604, p. 610).
The Spanish flu - called "Spanish" because Spain had no press restrictions and could thus freely report about the spread of the disease worldwide – thus, the so-called "Spanish" viruses, were actually brought along from the USA (Haskell County, Kansas State) from the American soldiers who had entered Europe to help its allies in World War I. The Spanish flu was thus intricately linked with the war in Europe, because it actually arrived with the invasion of the US soldiers on French soil who thereby unknowingly brought with themselves an even bigger "killer" to Europe. What was seen as support and assistance from the Allies later turned out to be the more violent, deadly factor.
There are innumerable parallels between the Spanish influenza and today's pandemic, starting with the symptoms (dry cough, high fever, chills, pneumonia) and the course of the disease (if the inflammation did not get better, death usually occurred after nine to ten days, the survivors complained of severe fatigue and subsequent depression); to the first rumors about the origins of the virus - "fake news" - about the course and spread of the disease (the flu was imported from Spain by canned food and these were in turn poisoned by the Germans); to being totally overwhelmed by the large number of deaths - despite quarantine measures taken, the number of dead rose from 2,800 in August, 1919 to 12,000 in September of the same year in the United States alone.
And yet the historian Elisabeth Dietrich-Daum, from the University of Innsbruck, warns not to compare haphazardly the two epidemics. She takes the view that the world war and the aims of the war always remained in the foreground of the world scene: “Soldiers were bundled up and shipped in trains and ships, and if one of them fell ill, he infected the entire force. The quarantine and isolation measures that governments across Europe have taken to contain the corona pandemic were not possible in the First World War.” (Dietrich-Daum, 2020).
A look back into the past may help us to evaluate better the current Covid-19 pandemic and to (re-)integrate it eventually into a symbolic system. It seems likely that we will have to prepare ourselves for several stages of the Covid-19 pandemic, as the Spanish flu also lasted two years, from 1918 to 1920, and reverberated through three successive waves worldwide. We can also learn a lot from the differences between these two pandemics, which are almost a hundred years apart. In contrast to Covid-19, mainly young people (20-40-year-old) died of the Spanish flu and through the First World War the influenza spread again and in the end claimed almost 50 million fatalities, another 500 million were infected. In contrast to the “lung plague” at the time, we have no major wars to fight outside the African continent. At the same time, Europe does not even consider itself able to help the few thousands of refugees who have to remain in Greek refugee camps to flee the Syrian war. We are not fighting famine (yet), our chances of survival are far higher than in the 1920’s thanks to newly acquired safety measures and to newly found medicines and vaccinations which may be on their way in the coming year.
However, the question of why Sigmund Freud hardly mentions the Spanish influenza in his writings is probably due to his close involvement with the "everyday" war events that the First World War brought about. The enormous difference between the number of war victims and those of Spanish influenza only became known in retrospect due to the information and news situation, so that during Freud's lifetime the difference between those who died in the pandemic and those who died in the war could hardly be distinguished. In addition, human-staged death - like a war that could be avoided - would require a more complex analysis of human lust/unwillingness to use violence, in contrast to the consequences of an invisible pandemic, which renders one relatively helpless and frightenend by the unknown.
Nevertheless, we should keep reminding ourselves of the words of Sigmund Freud, which reach us today like an echo from a distance:
“This child has taken the place of all of my other children and grandchildren for me, and since then, since Heinele's death, I no longer take care of my other grandchildren and no longer feel any desire to live. That is also the secret of my indifference - what has been called courage - considering the threat to my own life."
And in 1929 he answered Ludwig Binswanger on April 12 (which would have been his daughter Sophie's 36th birthday):
“Although you know that after such a loss the acute state of mourning will subside, we also know we shall remain inconsolable and never find a substitute. No matter what may fill the gap, even if it be filled completely, it nevertheless remains something else.. And actually this is how it should be. It's the only way of perpetuating that love which we don't want to relinquish. (...) (Ernst Freud, 1960, p. 386).
These are amazing words from a man who speaks in his theoretical writings as in "Mourning and Melancholia" (1915/1917) that mourning is a limited process that, when accomplished, allows new love to be linked to new objects, and who claims that any ongoing mourning is a sign of melancholy in which the subject incorporates the lost object, which then turns against the ego and overwhelms it with complaints and reproaches which allows him never to give up the lost object. "We see with him (the melancholic, JWB) how one part of the ego sets itself over against the other, judges it critically, and as it were, takes it as its object." (Freud, 1915/1917, p. 247)
The idea that a loss leaves an ongoing, open wound that cannot be replaced by a new object and that this could be the proof of an existing and lasting love can no longer be found in his later theoretical work. However, Freud's late realization of an inconsolable love and an ongoing mourning process may indicate that an initially "abstract situation" (Annemarie Pieper) or impossible situation, as Lacan describes the Real in Seminar XI, may be translated into a symbolic, affective language, because even in a traumatic event like the Covid-19 pandemic "it is about an appointment to which we are always called with a real that eludes us." (Lacan, 1973/1981, p. 53)
Dietrich-Daum, Elisabeth (2020), "Not comparable with historical epidemics", available online at: https://www.uibk.ac.at/newsroom/nicht-mit-historischen-seuchen-vergleichbar.html.de
Freud, Sigmund (1915/1917), “Mourning and Melancholia”, SE XIV, 237-260
Freud, Sigmund (1915), “Thoughts for the Times of War and Death”, SE, Volume XIV, 273-302
Freud, Ernst (1960), Letters of Sigmund Freud, selected and edited by Ernst Freud 1873-1939, New York, Dover Publications
Sigmund Freud / Karl Abraham, Briefwechsel 1907-1925, Complete Edition, Edited by Ernst Falzeder & Lidger M. Hermanns, 2009, Turia and Kant
Sigmund Freud / Sandor Ferenczi correspondence, edited by Ernst Falzeder & Eva, 1996, Böhlau, Vienna
Lacan, Jacques, The Four Fundamental Concepts of Psychoanalysis, Seminar XI, (1973), translated by Alan Sheridan, W.W. Norton Company, New York, 1981
Lohl, Jan, (2016) "But mourning is a great mystery to psychologists." Reflections on Freud's theories of mourning and its social context, lecture, SFU University, October 2016, Vienna
Pieper, Annemarie, (2020), Interview with Annemarie Pieper, Tagblatt, March 25
Spanish flu on Wikipedia
Frei Sprechen - Speak Freely
Haim Steinbach, AHA!, 1997
Monika Pessler, Director
The activities of the Sigmund Freud Museum will explore the leitmotif SPEAK FREELY in the years 2021–2025. Inherent in the ambiguity of this topic are two aspects that are just as relevant to modern discourse as they were to the early historical development of psychoanalysis: On the one hand, it recalls Josef Breuer’s “cathartic method,” which preceded psychoanalysis and was intended to allow patients to SPEAK FREELY, to free themselves of their (unconscious) concerns (for which reason the future women’s rights activist Bertha Pappenheim also spoke of “chimney-sweeping”). On the other hand, the call to SPEAK FREELY forms the foundation and the objective of every psychotherapeutic dialogue. Jointly developed by Freud and his patients, the aim of this “talking cure” was and is to identify the causes of the symptoms and behaviors that complicate or even endanger individual or social existence. Only on the basis of insights gained through constant communication and in-depth analysis can as yet unknown ways to deal with crises be discovered and tested.
Another reason for looking at the tasks, projects, and series of talks at the Sigmund Freud Museum from the perspective of the leitmotif SPEAK FREELY can be found in psychoanalytic cultural theory. In numerous texts, Freud focused on topics that still shape our society (or societies) today: the issue of identity and freedom, which is becoming ever more volatile due to social and economic divides, the propensity for paranoia and denial, which have been intensified by the coronavirus pandemic, as well as aggressions and defense mechanisms motivated by religion, racism, sexism, or homophobia.
The importance of long-established value systems—as formulated in the Universal Declaration of Human Rights in 1948 and ratified by 171 member states of the United Nations in the Vienna Declaration and Programme of Action in 1993—seems to be diminishing. Contrary to the teachings we once tried to learn from history, not only are the debasement and violation of fundamental human rights as a result of national and/or pan-European exclusion policies increasing but the demand for authoritarian systems of government is also growing louder.
In an attempt to find, revise, and work toward constructive responses to these virulent issues of our age, another factor that has always been intrinsic to psychoanalytical communication strategies proves helpful: its inter- or rather transdisciplinarity. Since its very beginnings, psychoanalysis has been an inherently interdisciplinary enterprise, as Freud said: “Any estimate of psycho-analysis would be incomplete if it failed to make clear that, alone among the medical disciplines, it has the most extensive relations with the mental sciences, and that it is in a position to play a part of the same importance in the studies of religious and cultural history and in the sciences of mythology and literature as it is in psychiatry.”
Just as other disciplines avail themselves of psychoanalytical explanatory models, so too does psychoanalysis continue to benefit from the expertise of various branches of knowledge and integrates approaches and hypotheses from the natural and social sciences and the humanities in its own research agenda. Simply think of Freud’s use of “archeological metaphors” whose “architectural dimension” also helped Freud to arrive at the “representative form of psychic reality,” the topography of the “psychic apparatus.”
Therefore, in both theory and practice the psychological dialogue calls for a continuous change in perspective to which inestimable importance is attached for the success of reality reconstruction and its interpretation—as not least the phenomenon of “transference and countertransference” so impressively proves.
From a psychoanalytical viewpoint, the correlating relationship between the individual and the collective psyche is also based primarily on a change in perspective, because the “contrast” between individual and social psychology only seems significant at first glance, writes Freud as early as 1921, and “loses a great deal of its sharpness when it is examined more closely,” as “[i]n the individual’s mental life someone else is invariably involved, as a model, as an object, as a helper, as an opponent; and so from the very first individual psychology, in its extended but entirely justifiable sense of the words, is at the same time social psychology as well.”
Consequently, psychoanalytical concepts can also soon be found in social science analyses and descriptions: in the reformative social pedagogy of the 1920s or contemporary art movements like Dadaism and Surrealism.
The subsequent developments in the second half of the twentieth century may have been encouraged by Freud himself as a result of his description of the relationship and interaction between the analysist and analysand in his late work as a process of “transformation”—an assessment that calls to mind more recent disciplines in the history of psychosocial sciences.
In numerous disciplines, methodically engaging in dialogue and the act of transformation it launches and accompanies evolves into a preferred procedural step: from the mid-1940s in group dynamics, for example, for which Kurt Lewin had already created the foundations with his experimental social psychology in the 1930s.
From the 1950s Ruth Cohn, the daughter of an assimilated Jewish family in Germany who emigrated from Switzerland to the USA as a student in 1941, went from psychoanalysis to theme-centered interaction: "I became a psychoanalyst at a time when humane values fell victim to a ‘philosophy of exclusivity.’ What resulted from this has happened again and again in the course of history and is still happening today,” writes Cohn in the foreword to her collection of texts in 1975. She responds to the past and contemporary developments she describes with an extended process of psychodynamic dialogue, which focuses on a balanced and "deepened understanding of the individual, group, and thematic task and their mutual relationships.”
In the late 1960s Gregory Bateson’s and Heinz von Foerster’s considerations led to a broader questioning of self-organized, biological, and social systems—which can mean both the human system and a system animated by people, like an organization.
Foerster bases his epistemological and communication theoretical analyses on, among other things, the observational method and calls for a “second-order observation” in addition to conventional observation: the observation of the observer. As every way of seeing and explaining depends on the perceiver, their experiences and prejudices, the understanding of the cybernetician and the constructivist, just like the psychoanalyst, is based on there being no “objective reality.” Yet in a dialogue on the observed and the observer, the factors can at least be voiced that underlie their respective assessments and analyses—the construction of the status quo.
Dirk Baecker, a sociologist and cultural theorist, says of second-order observers that in our society it is predominantly “intellectuals, critics, psychoanalysts, and now increasingly artists who are surprised by what others find self-evident […].”
In recent decades, the growing technologization and globalization of financial and commercial markets have given rise to ever-more complex labor and production conditions, which could not fail to have an impact on the structures of their systems. Therefore, from the 1990s the increase in resilience has become vacant not only in the realm of private living conditions but also for operational systems. It is futhermore necessary to research the “nature” of operational structures in professionalized management, to observe and strengthen their communication skills and responsiveness.
If Niklas Luhmann takes another, closer look at Foerster’s cybernetics in reference to the work of the neurobiologists Humberto Maturana and Francisco Varela and describes systems as strictly separate units defined by the distinction between system and environment alone, then in line with transdisciplinarity SPEAK FREELY keeps in sight the evidence of the mutual conditionality of individual and society above all.
For this reason, the attempt will once more be made at Vienna’s Berggasse 19 to establish a connection between the historical and current significance of this place and to recall those aspects that have proven to be “history in a fruitful sense” (Ernst Bloch).
Instead of conceiving of the symptoms of our society as merely “adjustment disorders,” they will be granted “individual knowledge, almost a character” and the “other” (Jacques Lacan) will be given a voice in order to establish a meaningful and shared narrative.
In the SPEAK FREELY format, the criteria that characterize the psychoanalytical dialogue according to Joachim Küchenhoff can be taken into consideration alongside "the way that words can move us, but also the productivity of a conversation, which not only reproduces previous considerations but is also productive.”
Just as the provision of such a “speaking space” is one of the most important tasks of psychoanalysis according to André Michels and Claus Dieter Roth, so too is it essential in the educational work of the Sigmund Freud Museum: here the content likewise shapes the form—and vice versa.
Not as an exclusive community of psychoanalysts but with them and with others, SPEAK FREELY additionally promotes the multiple perspectives cultivated in the arts in support of a system-wide dialogue. Because what applies to systems theory has long applied to psychoanalysis and the museum housed in its birthplace: It “does not lend itself to forbidding others from speaking. In contrast, there is nothing about which it is more curious than hearing others speak.”
 Sigmund Freud, “On Narcissism” (1914); Group Psychology and the Analysis of the Ego (1921); Civilization and Its Discontents (1930); and his correspondence with Albert Einstein Why War? (1933).
 Sigmund Freud, "Two Encyclopaedia Articles (1923 ): (A) Psycho-Analysis," in The Standard Edition of the Works of Sigmund Freud, vol. 18, edited and translated by J. Strachey. London: Hogarth Press, (1955) 2001, 235–254.
 Karl Stockreiter, “Am Rand der Aufklärungsmetapher. Korrespondenzen zwischen Archäologie und Psychoanalyse,” in: Lydia Marinelli / Sigmund Freud Museum (eds.): “Meine alten und dreckigen Götter” – Aus Sigmund Freuds Sammlung. Frankfurt am Main: Stromfeld Verlag 1998, 81–93, 81 ff.
 Sigmund Freud, "Group Psychology and the Analysis of the Ego” in The Standard Edition of the Works of Sigmund Freud, vol. 18, edited and translated by J. Strachey. London: Hogarth Press, (1955) 2001, 69–144.
 Ruth Cohn, Von der Psychoanalyse zur Themenzentrierten Interaktion (1st ed. 1975), Klett-Cotta, 2009.
 Cf. Heinz von Foerster, “On Self-Organizing Systems and Their Environments,” in: M. C. Yovits and S. Cameron (eds.), Self-Organizing Systems, Pergamon Press, London 1960. Heinz von Foerster, “On Constructing a Reality,” in: F. E. Preiser (ed.), Environmental Design Research, vol. 2, Stroudberg: Dowden, Hutchinson & Ross 1973.
 Dirk Baecker, Form der Kultur [Form of Culture], https://www.spacetime-publishing.de/luhmann/FormDerKultur2003.pdf, S.7
 Moritz Senarclens de Grancy: Claus Dieter Rath, Der Rede Wert. Psychoanalyse als Kulturarbeit (Turia + Kant, Wien 2013), Rezension, in: Psyche – Z Psychoanal 69, 2015, 293-294.
 Joachim Küchenhoff, “Das analytische Gespräch auf der Suche nach dem Sinn,” in: Der Sinn im Nein und die Gabe des Gesprächs. Psychoanalytisches Verstehen zwischen Philosophie und Klinik, Weilerswist: Velbrück Wissenschaft 2013, 88.
 Dirk Baecker, Schlüsselwerke der Systemtheorie (2nd ed.), Springer Verlag 2016, 7.
Meet Jennifer Friedlander
Since 1999, the Sigmund Freud Foundation and the Austrian Fulbright Commission invite American scientists for a study visit which is combined with a visiting professorship on a university in Vienna. We introduce you to this year's grantee Jennifer Friedlander, who arrived in March and took office in Berggasse 19. Upon arrival, we asked her some questions: