Jung handbook 06

Jung handbook 06

The Handbook of Jung Psychology
榮格心理學的手冊

Chapter 9 Individuation 197
Individuation
Murray Stein

第九章 個體化
墨菲、史坦因

200 Murray Stein Individuation 201

The adapting/adjusting stage of individuation

個體化的調適及適應階段

While the mother occupies the symbolic centre of the first stage of individuation,
the father assumes this position in the second stage. This transformation comes about not by usurpation but gradually and through psychological necessity. The father is needed by the growing ego to gain freedom from the nurturing containment offered by the mother and to instill the rigor of functioning and performance demanded for adaptation to the world. The father introduces anxiety to the ego, but ideally in amounts that can he mastered by increasing competence.

雖然母親佔據個體化的第一階段的符號中心，父親擔負起第二階段的這個立場。這個轉變不是靠著奪取發生，而是透過心理的需要。父親被逐漸成長的自我需要，為了從母親所給予的滋養的容器獲得自由，並且為了灌輸所需要的功用及執行的活力，來適應這個世界。父親介紹焦慮給自我，但是理想上，數量要能夠被逐漸增加的勝任能力所掌控。

Again it is necessary to understand the terms ‘father’ and ‘patriarchal’ (Neumann) symbolically and metaphorically rather than literally and sociologically. Where the first stage of individuation is characterised by containment and nurtlirillICC (the Garden of Eden), the second stage is governed by the law of consequences for actions taken (the reality principle) and by the constant demand for performance and achievement in the wider world.

再一次，我們需要從符號及比喻方面，瞭解「父親」及「父權」這些術語，而不是實質上及社會上。個體化的第一階段的特徵是包容與滋養（伊甸園）；第二階段則是由被採取得行動的結果的法制統治（現實原則），以及被不斷地要求表現及成就，在更寬廣的世界。

In the second stage of individuation, the person is exposed to a world in which standards of performance are paramount and consequences for behaviour are forcefully and implacably drawn. A person who is living fully in this type of environment of expectation and conditional regard has entered the ‘father world’. It is no longer a world in which unconditional love is the norm, but rather one in which strict and even harsh conditions are imposed upon the distribution of all rewards, including love and positive regard.

在個體化的第二階段，這個人被顯露在一個世界。在這個世界，表現的標準是最重要的。行為的結果強而有力地被獲得。一個完全生活在這種期望跟有條件關懷的環境的人，就已經進入「父親的世界」。這不再是一個具有無條件的愛的世界，而是這麼一個世界：所有的酬勞的分配，都賦加有嚴格，甚至是嚴酷的條件，包括愛跟積極的關懷。

This is not the world as ideal but the world as real. The ego is required to become realistic about itself and about the world at large.

這不是一個作為理想的世界，而是一個現實存在的世界。自我被要求對於自己及一般的世界，要很實際。

This means fitness and competition. In truth, the reality principle is typically introduced into the life of children long before they leave the containment stage, but there, ideally, it is introduced in doses that are moderate and therefore tolerable to the
young and vulnerable ego. The containing environment provides a protective screen that removes the harsh and potentially damaging aspects of reality. The demands for performance and achievement should not be brought to bear too forcefully or too soon in life. If this does happen, the child’s ego can be crushed or convulsed with anxiety.

這意味著適應跟競爭。事實上，早在小孩離開包容的階段之前，現實原則就典型地被介紹到他們的生活裏。但是在那裏，理想來說，它應該是以溫和的份量，而且要顧慮年輕人及脆弱的自我所能承受的程度。這個包容的環境供應一個保護的遮蔽，移除現實界嚴酷及具有潛在危害的一面。對於表現及成就的要求，在人生中，不應該太過強迫，或太快施壓。

Against severe threats such as these, the psyche will erect primitive defences to guard against annihilation. On the other hand, if too few demands for achievement and
performance are introduced into a child’s Garden of Eden, and if consequences
for behaviour are not drawn, the ego does not become accustomed to dealing with stress and tension. It remains underdeveloped, and hence will be unprepared later for the demands and expectations characteristic of the next stage of individuation. A moderate amount of frustration and tension, dosed out at the right times and in the right amounts, is growth promoting for the ego. Jung believed that the ego develops through `collisions with the environment’, and Fordham introduced the notion that
the ego develops through cycles of de-integration and re-integration. Both
notions feature the element of optimal frustration.

對抗像這樣的威脅，心理會豎立起原始的防衛，抵擋毀滅。在另一方面，假如太少對於表現及成就的要求，被介紹到小孩的伊甸園，假如行為的結果沒有被得到，自我並沒有習慣於處理壓力跟緊張。它將始終發展不良，因此以後也沒有準備好應付這些要求跟期望，這是個體化的下一階段的特徵。適時適量地給予稍微的挫折跟緊張，對於自我，是成長的促動力量。榮格相信，自我發展，透過跟環境的衝突。佛德漢姆介紹這個觀念：自我發展，透過融合及再融合的迴圈。兩個觀念都以適量的挫折的因素作為特徵。

Typically the demand for some measure of control and performance
begins already in the first years of life with toilet training and weaning. This
may be introduced slowly and subtly, but the timing coincides with the
child’s ability to make the necessary adjustments. Demands for performance
pick up with schooling and gradually increase in seriousness and
consequence as a child passes out of primary school into secondary school.

典型地，要求某種程度的控制及表現，在早年的生活，從上盥洗室的訓練及斷奶就已經開始。這可以慢慢而且細膩地被介紹。但是時機要與小孩需要調適當的能力相配合。對於表現的要求，隨著上學會增多，在認真及結果的程度慢慢會增加，隨著小孩從小學畢業，進入中學。

The father becomes a more important figure, symbolically speaking, after
the early years of childhood have passed. By the time a child reaches high
school and college, the adaptive environment induces a good bit of anxiety,
and the young person becomes aware of and responsive to the demands of a
less forgiving world. Consequences become more life shaping and determinative of action and behaviour.

在童年的早期歲月過去後，象徵意義來說，父親變成一個更重要的角色。在小孩到達中學及大學之前，適應的環境會引起許多的焦慮。年輕人漸漸知道這個世界的要求並不寬容，並且予以回應。結果，他們的行動跟行為結果會漸漸成形，而且更加明確。

In some countries, the academic tests taken around the age of 13 are decisive for a person’s entire career. Grades and academic performance have life-changing consequences for almost all children, and under the pressure of this awareness there comes the realization that the world will not continue to be the nurturing container that one knew as an infant and a young child.

在某些國家，學業的測驗在大約十三歲的時候被舉行，對於一個人的整個生涯，那是具有決定性的。對於幾乎每個小孩，成績及學業的表現會影響一生的結果。在這種知覺的壓力下，他們會體會到，世界將不會繼續是當嬰兒及幼兒時，知道的一個滋養的包容器。

The decisive passage from the first stage of individuation into the second
takes place over a period of time, typically between the ages of early
puberty and early adulthood (ages 12-21) in most modern societies. This
may be earlier in exceptional cases, and it is later for people who prolong
their education into graduate and postgraduate studies. Schools are partially
matriarchal holding environments and partially patriarchal adaptive
ones. Their job is gradually to prepare a person for life beyond school.

個體化的從第一階段，到第二階段的關鍵經過發生一段時期。典型來說，處於青春期早，及快成年時。在現代化的社會，（大約是12歲到21歲之間）。在某些特別的情形，還可能會早一點。對於延長他們的教育，進入研究所及後碩士後研究的人，可能會晚一點。學校有部份類似母系社會，具有包容環境，另有部份類似父權社會的適應性。他們的工作，是要慢慢地為一個人準備適應學校以外的生活。

(For some people, of course, this does not happen. They may ignore school and drop out of its programmes before they reach any degree of real competence, or they may stay in school all their lives, as perpetual students or teachers.) As bridging institutions, schools play the archetypal role of the paternal parent to a growing child, whose job it is to help the child leave the family container when the years appropriate for nurturing are over and adapt to the demands of adult life in the larger world.

（當然，對於某些人而言，並沒有發生這樣的事情。他們可能忽略學校，退出學校的環境，在他們到達真正的勝任之前。或是他們一生可能都留在學校，一輩子當學生及老師。）作為橋樑的的機構，學校扮演父親社會的原型的角色，對於一位成長的小孩。它的工作是要幫忙小孩離開家庭的包容，當適合於滋養的年紀已經過去，並且適應更大的世界，對於成年生活的要求。

This is the role fathers play in traditional cultures for the young men who come of age and need to be introduced into the social structure at a new level. Mothers play a similar role for daughters, who are given new and larger responsibilities and taught the skills of womanhood as they come of age. In modern societies there is no distinction of this sort between sons and daughters.

這就是父親扮演的角色，在傳統的文化裏，對於成年的年輕人。它需要以一個新的層次，被介紹到社會結構裏。對於女兒，母親扮演類似的角色。當她們成年時，她們被給予更大的新的責任，被教導成年婦女的技。在現代的社會，兒子與女兒之間的這種區別，不再存在。

陳春雄譯
32hsiung@pchome.com.tw
https://springhero.wordpress.com