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On Arrogance A Psychoanalytic Essay 1st Edition
Giuseppe Civitarese Digital Instant Download
Author(s): Giuseppe Civitarese
ISBN(s): 9781003851677, 1003851673
Edition: 1
File Details: PDF, 6.28 MB
Year: 2024
Language: english
On Arrogance

This book explores the notion of arrogance from a broadly psychoanalytic

perspective, and examines its importance in the consulting room and the
wider world.
Starting from the writings of Freud and Bion, Civitarese explores how
much our inner and outer worlds may be shaped by arrogance, both our
own and that of others. The author proposes that much of psychological suf-
fering can be explained by non-recognition, of our own needs and desires,
or those of others. It can be argued that arrogance is a symptom of lack of
mutual recognition and in itself a significant obstacle to psychic growth.
This book is an interdisciplinary dialog between psychoanalysis, literature,
and philosophy, which offers a non-reductive view of arrogance to make
visible the psychological suffering it conceals.
With a broad psychoanalytic basis, On Arrogance will be essential read-
ing for psychoanalysts, psychotherapists, scholars in humanities, and any-
one wishing to broaden their understanding of arrogance in clinical work
and beyond.

Giuseppe Civitarese, MD, PhD, is a psychiatrist, training and supervis-

ing analyst of the Italian Psychoanalytic Society (SPI), and member of the
American Psychoanalytic Association (APsaA) and International Psycho-
analytic Association (IPA). He lives, and is in private practice, in Pavia,
Italy.
Psychoanalytic Field Theory Book Series
Giuseppe Civitarese
Series Editor

The Psychoanalytic Field Theory Book Series was initiated in 2015 as a

new subseries of the Psychoanalytic Inquiry Book Series. The series pub-
lishes books on subjects relevant to the continuing development of psycho-
analytic field theory. The emphasis of this series is on contemporary work
that includes a vision of the future for psychoanalytic field theory.
Since the middle of the 20th century, forms of psychoanalytic field the-
ory emerged in different geographic parts of the world with different ob-
jectives, heuristic principles, and clinical techniques. Taken together they
form a family of psychoanalytic perspectives that employ the concept of a
bi-personal psychoanalytic field. The Psychoanalytic Field Theory Book
Series seeks to represent this pluralism in its publications. Books on field
theory in all its diverse forms are of interest in this series. Both theoretical
works and discussions of clinical techniques will be published in this series.
The series editors are especially interested in selecting manuscripts that
actively promote the understanding and further expansion of psychoanalytic
field theory. Part of the mission of the series is to foster communication
amongst psychoanalysts working in different models, different languages,
and different parts of the world. A full list of titles in this series is available at:
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On Arrogance

A Psychoanalytic Essay

Giuseppe Civitarese
Designed cover image: © ‘Oedipus and the Sphinx, Gustave Moreau
(1864). Bequest of William H. Herriman, 1920. Public domain, courtesy
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First published 2024
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© 2024 Giuseppe Civitarese
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or registered trademarks, and are used only for identification and
explanation without intent to infringe.
British Library Cataloguing-in-Publication Data
A catalogue record for this book is available from the British Library

ISBN: 978-1-032-66939-7 (hbk)

ISBN: 978-1-032-67711-8 (pbk)
ISBN: 978-1-032-66942-7 (ebk)
DOI: 10.4324/9781032669427

Typeset in Times New Roman

by KnowledgeWorks Global Ltd.
Contents

Introduction 1

1 The Characteristics of Arrogance 12

1.1 Preliminary Definition 12
1.2 Mr Charlus Smiles 16
1.3 Susceptibility of Henry V 20
1.4 The Women of Agamemnon 22
1.5 Blindness of Antigone 25
1.6 Übermut 37

2 The Arrogance of Psychoanalysis 47

2.1 Arrogance, Curiosity, Stupidity 47
2.2 Oedipus and the Will to Know 50
2.2.1 So, What Happens? 50
2.2.2 What Then Is Oedipus’ Guilt? 52
2.3 A New Syndrome 53
2.4 Psychogenesis of the Cruel Superego 55
2.5 The “Psychosis” of Psychoanalysis 61
2.6 Negative Capability 65
2.7 The Neutral 70

3 Arrogance and Society 79

3.1 Doxa 79
3.2 Pandemic 83
3.3 The New Malaise of Civilization 85
3.4 Scientia Sexualis 91
3.5 Perfect and Invisible 97
3.6 A Safe Place 103
vi Contents

4 Recognition 115
4.1 Confession/forgiveness 115
4.2 At-one-ment 120

Conclusions 131
Introduction

Why write about arrogance? If we look at the public square of television

and other media, Twitter, Instagram, Facebook, etc., we get the impression
that we are not just talking about a character trait of some people, but about
something that has become almost a collective value, that is, a model of
acceptable behavior, even desirable and to be imitated. The spectacle is
embarrassing. No one is ashamed of being or looking arrogant anymore.
Friendliness, respect, listening, moderation, and hospitality have become
obsolete.
This is not just an Italian phenomenon. In politics, it is particularly char-
acteristic of those with nationalist tendencies, which have recently become
widespread in all parts of the world, even where we would least expect
them. Who would have thought that in countries where people are extremely
careful not to use terms that offend ethnic minorities, someone could come
to power who seems to have no such problems? Of the two extremes rep-
resented respectively in the novels The Human Stain, in which Philip Roth1
stigmatizes the intolerance inherent in the excesses of political correctness,
and The Plot Against America, in which he imagines an authoritarian drift
of the nation, it is certainly the second that worries us most. And again,
in other civilized countries would we ever have imagined, in the name of
restoring national sovereignty, a certain deliberate, systematic, and harsh
policy perpetrated against new immigrants and so-called “immigrants” who
have actually been there for years?
The explanation that comes to mind is that arrogance is an element of a
statistically tested and cynically applied communication strategy designed
to take center stage by appealing to people’s most regressive instincts.
Why? Because it “works”. What counts is to unsettle the interlocutor and,
if necessary, not to refrain from raising one’s voice and insulting him. At the

DOI: 10.4324/9781032669427-1
2 Introduction

same time, it serves the purpose of rejoicing in such behavior and despis-
ing anything that smacks of education, competence, gentleness, humility,
and respect. The arrogant person does not know where doubt or courtesy
belong.
But arrogance is not just about political, economic, media, and cultural
power. In a broader sense, in our country, at the level of society, arrogance
is an ethereal, intangible “mafia” mentality. It has the extraordinary ability
to take on a thousand forms. The list would be long: from the amoral fa-
milism of which Moravia spoke, to the little everyday incivilities, from the
systematic disregard for merit in institutions that should instead take great
care of it, since it is the basis of their very existence, to the little abuses of
bureaucracy, and so on.
It is often the case that not even the intellectuals, or at least those who
call themselves such, behave any differently. In theory, they are supposed
to be the critical conscience of society. In practice, they are often enslaved
by the corporate and mercantile logic of the culture industry. Even philoso-
phy struggles to free itself from the marketing system. Sometimes it even
degenerates into improvised operations, fashions, and trends, in which it
would be difficult to recognize any real substance of thought.
Although motivated by some annoyance with the aspects of incivility
that I have listed, the trigger that led me to think about arrogance is entirely
incidental. In fact, it arose as a natural extension of my interest in a 1958
text by Wilfred R. Bion entitled “On Arrogance”. It is an essay of only six
pages, but it marks a turning point in the history of psychoanalysis and
gives us a new key to interrogate the concept of arrogance on several levels
simultaneously. This is why I deal with arrogance not as a moralist but as
a psychoanalyst. This does not mean that I do not try, when necessary, to
enter into dialogue with other disciplines in order to achieve, if possible, a
more integrated view of things.
In terms of essays,2 there is almost nothing to read on the subject. It is
true, however, that if we identify it with the ancient concept of hýbris, it has
always been at the heart of Western culture, as a kind of original sin. Hence
the idea that it can function as the theoretical site where points of view be-
longing to different fields and disciplines such as psychology, philosophy,
literature, sociology, and political theory, can meet productively and con-
tribute to the always necessary and urgent diagnosis of the “bad present”.3
In fact, I am a great believer in interdisciplinary exchange. No one can
claim to be a master of more than one discipline. When you venture beyond
 Introduction 3

the boundaries of specialization, you always run the risk of a certain super-
ficiality. But it is also true that each person brings a particular experience
and sensitivity to the dialogue. In the most fortunate cases, this makes it
possible to notice aspects and resonances that the super-expert locked in his
academic fortress would not notice. In particular, there is an extraordinar-
ily fruitful tradition of exchange between psychoanalysis and philosophy.4
In reality, the issues they address are often the same, albeit from differ-
ent perspectives and with different methods. In this book, I therefore find
myself constantly weaving cross-references between issues that are close to
my heart because they are relevant to my daily work as a clinician, such as
the relational nature of the therapeutic process, and ideas of some contem-
porary authors that I appreciate, such as Derrida, Foucault, Butler, Pinkard,
Brandom, Mancini, and classics such as Hegel. Hegel in particular, and in
the last century Husserl and then Merleau-Ponty, are of enormous inter-
est to psychoanalysis because of how they develop the theme of intersub-
jectivity. Couldn’t this attempt to transcend the caesuras between different
knowledge be a way of staging, in this case in theoretical work, a first form
of the “recognition” of the other that is at issue throughout the book?
For example, in the first chapter I explore some definitions of arrogance,
also using literary figures. As an authentic form of knowledge of human life
forms and their complexity, literature allows us to move from the two-
dimensional, abstract level of conceptual definition to the three-dimensional
level of an affective or ‘aesthetic’ vision. Not without some surprise, I real-
ized that there are not many truly exemplary “arrogant” characters. Some,
however, are absolutely “outstanding”. For example, Sophocles’ Oedipus is
a character who introduces the next chapter.
In the second chapter I examine Bion’s text in detail. My thesis is that we
can think of it as an original commentary on Sophocles’ Oedipus Rex; as
the announcement of the discovery of certain larval forms of psychosis; as
a reflection on the essence of psychosis in general; finally, as the diagnosis
of a possible ‘disease’ of psychoanalysis itself. Oedipus, the analyst who
identifies with his figure, and the psychotic would suffer from the same
triad of symptoms, Bion argues: arrogance curiosity stupidity. In common,
they would all have the impulse to want to know the truth “at any cost”.
In the essay, Bion redefines the Oedipal crime no longer in terms of sexu-
ality, but in terms of the epistemic instinct—Foucault would call it the “will
to know”—that leads him to solve the riddle of the Sphinx. By analogy, the
“psychosis” of the analyst (or of psychoanalysis) would be expressed in the
4 Introduction

desire to be “scientific” (as opposed to hermeneutic) and to tell the patient

what he unilaterally believes to be the truth. Anticipating similar themes in
Transformations and A Memoir of the Future, in On Arrogance Bion lays
the groundwork for a critique of possible ideological aspects of psychoa-
nalysis, and at the same time offers possible correctives.
My attempt to understand the nature of arrogance does not come from
an abstract discourse, but, following Bion, from the specific ground of the
theory and practice of analytic treatment, on the one hand, and from the
experience of the institutional life of psychoanalytic societies, on the other.
The main idea is to learn from experience and to propose, as a key to inter-
preting the present, the model of how it is possible to achieve an ‘ethical re-
foundation’ of psychoanalysis (as a theory, clinical practice, and institution)
that will allow it to guard against its own ‘arrogance’ and to better fulfill its
vocation. Indeed, if it is plausible that psychoanalysis is one of the articula-
tions of the power-knowledge of sexuality, as highlighted by Foucault, it is
also true that, in relation to this power, it is at the same time one of the most
incisive points of resistance.
Within psychoanalysis, my particular perspective is that of the post-
Bionian theory of the analytic field.5 In my view, it is a contemporary and
effective tool for the treatment and self-healing of psychoanalysis. Indeed,
it succeeds in providing a broad and convincing view of the dynamic bal-
ance between subjectivity and intersubjectivity that underlies the well-
being of the person and society. Above all, this theory is inspired by its own
radical principle of indeterminacy. In the analytic interaction, this principle
gives way to a focus on the participation not only of the patient but also of
the observer-analyst. This theoretical perspective, along with others, con-
tributes to the radical renewal that psychoanalysis needs. What is needed
is a new paradigm based not only on the goodwill or good feelings—
certainly, we would say with Derrida,6 not the “arrogance of so many ‘clean
consciences’”—but a more agile and versatile critical and self-critical
sensitivity.
In the third chapter, I attempt to “update” Freud’s Civilization and Its
Discontents7 in an attempt to interpret what we might call the new malaise
of civilization. In order to diagnose and take a position on the arrogance
that manifests itself in protean ways in society, I take as a model Bion’s de-
nunciation of the ‘arrogance’ of psychoanalysis and the ‘cure’ it proposes.
In contrast to speculative thinking, psychoanalysis faces the problem of
how to translate its insights into a practice of healing. If I have a certain
 Introduction 5

idea of splitting as the source of suffering, I have to work out appropriate

technical devices to resolve it.
If, for example, I believe that the split can be recomposed from a rela-
tionship based on authentic forms of mutual recognition—as can only hap-
pen on an equal basis, outside relationships of domination, hierarchy, and
judgment—then I have to draw the consequences. If I believe that our way
of conceiving the therapeutic relationship is still unbalanced in the sense of
a relationship of inequality, then I have to build the appropriate theoretical
and technical tools to make this moment of symmetrization of the relation-
ship actually become a dimension of care and a concrete existential pos-
sibility. Using this analogical, indirect way of dealing with the theme of the
malaise of civilization, and without renouncing the interpretive boldness
that only a discipline with a speculative soul allows, nevertheless allows
me—I repeat—to remain on the ground that I know from experience, which
is that of clinical practice.
Finally, before the brief note entitled “Conclusions”, in which I sum-
marize the entire course of the book, in the fourth chapter I try to look at
the concept of “recognition” with an even higher resolution, if possible;
or rather, using the binocular vision that speculative and psychoanalyti-
cal perspectives offer me, at recognition-at-one-ment. In fact, the concept
of at-one-ment corresponds roughly to what Hegel means by recognition
(Anerkennung). Not surprisingly, Hegel inspired Lacan’s intersubjectivism
and his conception of the unconscious and its relation to language, as well
as much of relational psychoanalysis.
Not only arrogance but every form of psychological suffering, whether
of the individual or of society, in my view arises from traumatic experi-
ences of non-recognition. For Hegel, however, the failure of recognition
is primarily arrogance. To dwell on arrogance from this point of view, also
because of its “normality”, and indeed because of the success it seems to
have as a communicative code in our society, allows us to see this issue
in a new light. In a nutshell, the main thesis of the book is that arrogance
is the antithesis of recognition and the most banal form in which evil can
manifest itself.
In principle, we should be wary of extending psychoanalysis into areas
of research other than its specific field, which is the treatment of mental suf-
fering. However, we must give Freud credit for giving it the character of a
critical theory of society.8 The Future of an Illusion, Group Psychology and
the Analysis of the Ego, Civilization and its Discontents, etc., anticipate the
6 Introduction

current of philosophy called Critical Theory that Adorno and Horkheimer

would inaugurate with the Frankfurt School and from which they would
take their name. Even today, Freud’s political writings illuminate the pre-
sent with the dazzling light of the brilliant insights scattered throughout
their pages. Even when we disagree with him, his vision does not allow
itself to be archived. Instead, it continues to question us, to make us doubt
the arrogance inherent in all that is presented as obvious and self-evident.
This is the dimension to which Barthes9 refers with the concept of doxa.
In this, Freud shows an extraordinary relevance. Is there anything in phi-
losophy, and in non-fiction in general, even remotely comparable to Freud’s
powerful exploration of the possibilities of realizing human happiness? Are
we really sure that we can safely dismiss Freud’s “mythological” concept
of the death drive? And if not, how might it be reinterpreted from a contem-
porary perspective?
Secondly, what legitimizes the extension of psychoanalytic knowledge
to the larger society is the fact that individual and social neurosis (and
psychosis) have the same structure. As Freud10 writes, all psychology is
social psychology. Indeed, as group-specific, there is no need to admit a
“social drive”, since it would be perfectly isomorphic with the same “so-
cial drive” that governs the “group” of voices heard in the conscious and
unconscious theatre of the individual’s mind. For Bion, this drive can be un-
derstood as the system of “valences”11 which, first at the level of instinctual
and pre-reflexive intersubjectivity, and then also at the level of reflexive or
purely linguistic intersubjectivity, drives individuals to establish links be-
tween themselves, thus allowing the other to access the self and vice versa.
A synonym for this “force” could be the “truth drive”, the only concept
of drive that Grotstein12 identifies in Bion’s thought: the need of human
beings, just as they draw oxygen from their breath and nutrients from
their digestion, to supply the mind with micro- and macro-experiences of
unity or emotional attunement: elementary units of sense and meaning that
are essential to exist as beings endowed with self-consciousness and to
have a world. Freud13 does not accept the “hypostasis” of a collective
psyche, even if one cannot help attributing an organization to it. He does not
believe that such a collective psyche could ever be independent of the psy-
chic processes taking place in the individual. But today—revealing a limi-
tation of his theory of the unconscious—we would say that the reverse is
also true. It would be equally inadmissible to hypostatize the psyche of the
individual (as isolated in itself), although one could not fail to recognize
 Introduction 7

in it an organization. In fact, to paraphrase Freud, we could not even at-

tribute to it an independence from the psychic processes that take place in
the group or in the dimension of sociality. The individual unconscious is in
itself “collective” and infinite,14 and thus transcends the individual. From
this point of view, it becomes impossible to oppose the unconscious of the
group to the unconscious that is supposedly “closed” and hermetically en-
capsulated in a given subject.
In order to carry out my investigation of arrogance, I adopt the practical
method of giving several definitions of it and in relation to different con-
texts: as an extemporaneous behavior, as a character trait, as a symptom (all
referring to both the individual and society); and finally, as a ‘structural’ el-
ement of what we call civilization. This approach involves some repetition
and may give the impression of discontinuity. However, it has the advan-
tage of allowing individual chapters or sections to be read independently.
My intention is that each new definition ‘negates’ the previous one, but also
affirms it and raises it to a level of greater complexity. So at each step, ar-
rogance takes on a new meaning, but one that resonates with the previous
ones and casts them in a new light. In all the different meanings, we will
see that at the heart of arrogance, there is always the same movement of
abstraction, of splitting,15 of separation, of emptying the concrete, of de-
tachment from living thought, of isolation from affect, of neo-proliferation
of the intellect at the expense of corporeality, of fixation or crystallization
of thought, of obstinate and mechanical rationality. Abstract logic is not
dialectical, it sees contradiction but does not respect truth, and it turns out
to be disintegrating and absolute. As Mancini16 writes,

When abstraction takes over, thinking according to power is established,

which is a kind of unreality that becomes effective. In fact, power can-
not think (Denken), it can only dissect (Zerdenken) everything with an
obsessive reasoning. The impossibility of thinking, for power, derives
from the lack of freedom and spiritual subjectivity, from the emptiness
constituted by its devastating self-referentiality. It can produce auto-
matic logics that are ‘rigorous’ because they are oppressive and not be-
cause they are authentically rigorous.

In society, this kind of power finds its expression in the triumph of the
ideology of technology. Technology responds only to itself. By definition,
it is excluding; it gives the word only to those who embody it. In short,
8 Introduction

technology does not pose ethical problems (if not, hypocritically, “on Sun-
day”).17 It is not for nothing that politics should always be placed above
technology, in order to interpret the demands of all and to balance its one-
sidedness. But one of the ways in which a perverse power maintains itself
is by pretending to submit to technology. “Pretend” is perhaps not the right
word, because it can actually happen, and politics itself is ultimately de-
prived of technical power.
Let me summarize my argument. Like any institution, psychoanalysis
can be alienated as a form of power and a source of suffering. But psychoa-
nalysis also has a great virtue. Using its own tools, it has always engaged in
a rigorous process of self-criticism, which represents all its strength intact.
This process has taken the form of the theoretical and practical activity of
integrating more and more into the field of observation the conscious and
unconscious subjectivity of the observer, as a way of rediscovering each
time the relationship of equality that underlies mutual recognition. Psy-
choanalysis has therefore always been devoted to a form of self-cure—for
example, by postulating the need for the formative analysis of the analyst,
his or her ongoing self-analysis, and supervision.
Psychoanalysis not only provides us with metapsychological and em-
pirical hypotheses as to how these forms of alienation, from which it itself
may suffer, arise in the subject and in the social subject from splitting as a
defense against distress, which then manifests itself as arrogance, but it can
also provide a model of self-understanding for other institutions. Indeed,
psychoanalysis theorizes the necessity (or rather, recognizes the inevitabil-
ity) of the relationship becoming “sick” as an indispensable step toward
“healing”, so that the whole process has an experiential rather than an intel-
lectual depth.
Throughout his work, Freud often left luminous footnotes, like “little
letters”, on themes that he did not have time to develop, but which he has
left us as a legacy. In our case, too, it is symbolically necessary to start
again from the footnote in Civilization and Its Discontents where he men-
tions the meaning of the “experience of being loved [Liebeserfahrung]”. In
this context Freud does so in order to indicate the role of the environment
in determining psychic trauma; at the same time, however, it is as if were
inscribing the whole experience18 of analysis within the same framework.
Knowledge not as an end in itself, neither in treatment nor in society, which
would be the expression of a nefarious “secessionist abstraction”.19 Knowl-
edge, on the other hand, as a means to achieve relations of equality and
 Introduction 9

reconciliation. We can see how close the connection is between our con-
cepts of truth and ethical life.

Notes
1 Roth, The Human Stain (Boston/New York: Houghton Mifflin Company, 2000);
The Plot Against America (Boston & New York: Houghton Mifflin Company,
2004).
2 But see L. Zoja, Storia dell’arroganza. Psicologia e limiti dello sviluppo (Ber-
gamo: Moretti&Vitali, 2010); besides, cf. S. Akhtar and A. Smolen, Arrogance:
Developmental, Cultural, and Clinical Realms (London: Routledge, 2018).
3 M. Heidegger, The Concept of Time [1924], transl. W. McNeill (Oxford, UK:
Blackwell, 1992), 14E.
4 Cf. D. D’Alessandro, ed., Filosofia e psicanalisi. Le parole e i soggetti (Udine-
Milano: Mimesis, 2020).
5 Cf. A. Ferro and G. Civitarese, The Analytic Field and its Transformations.
(London: Routledge, 2014).
6 J. Derrida, The Gift of Death [1992], transl. di D. Willis (Chicago & London:
The University of Chicago Press, 1995), 25.
7 S. Freud, “Civilization and its Discontents.” The Standard Edition of the Com-
plete Psychological Works of Sigmund Freud 21 (1930): 57–146.
8 Cf. R. Mancini, Le logiche del male. Teoria critica e rinascita della società
(Torino: Rosenberg & Sellier, 2012), 57: “The readings offered by Fromm,
Neumann, and Ricoeur allow us to understand in what sense Freud’s reflection
can fit into the perspective of a critical theory”.
9 R. Barthes, Roland Barthes by Roland Barthes [1975], transl. R. Howard
(Berkeley & Los Angeles: California University Press, 1994), 47: “The Doxa
[…] is Public Opinion, the mind of the majority, petit bourgeois Consensus,
the Voice of Nature, the Violence of Prejudice. We can call (using Leibnitz’s
word) a doxology any way of speaking adapted to appearance, to opinion, or to
practice”.
10 Cf. S. Freud, “Group Psychology and the Analysis of the Ego.” The Standard
Edition of the Complete Psychological Works of Sigmund Freud 18 (1921):65–
144, 115, where he assimilates the hypnotic relation to “a group formation with
two members [eine Massenbildung zu zweien]”, and speaks of the individual
who is a member of the group as a “group individuals [Massenindividuum]”
(ibid., 117). Cf. also, in the same essay, the passage in which Freud advances
the hypothesis that “love relationships (or, to use a more neutral expression,
emotional ties) also constitute the essence of the group mind” (91). Lastly, at
69: “The contrast between individual psychology and social or group psychol-
ogy, which at a first glance may seem to be full of significance, loses a great
deal of its sharpness when it is examined more closely.” On this, cf. also G.
Civitarese, “Experiences in Groups as a key to ‘late’ Bion”, The International
Journal of Psychoanalysis 102, no. 6 (2021): 1071–1096.
10 Introduction

11 Cf. W. R. Bion, Experiences in Groups and Other Papers (New York: Brunner-
Routledge, 1961), 116–117: “I mean to indicate, by its use, the individual’s
readiness to enter into combination with the group in making and acting on
the basic assumptions […] he can have, in my view, no valency only by
ceasing to be, as far as mental function is concerned, human. Although I
use this word to describe phenomena that are visible as, or deducible from,
psychological events, yet I wish also to use it to indicate a readiness to com-
bine on levels that can hardly be called mental at all but are characterized
by behaviour in the human being that is more analogous to tropism in plants
than to purposive behaviour such as is implicit in a word like ‘assumption’.
In short, I wish to use it for events in the pm system should need arise.” For
the concept of “valence”, see K. Lewin, A Dynamic Theory of Personality:
Selected Papers, transl. D. K. Adams (New York: McGraw-Hill, 1935).
12 On this concept, that we owe to J. Grotstein, see G. Civitarese, “The Grid and
the Truth Drive.” The Italian Psychoanalytic Annual 7 (2013): 91–114. By
‘truth drive’ we may not mean the search for abstract content that would rep-
resent ‘true’ assertions about reality, at least not in the first instance, but rather
the individual’s drive to attune to the other in order to reach an agreement that
is primarily emotional. For Bion, such ‘agreement’ is the factor that fosters the
growth of the psyche. To make a mind, another mind (actually, several minds)
is necessarily required. Any kind of human truth, even the most abstract, can
only be based on this first ‘understanding of each other’, which presupposes
language in at least one of the members of the couple-as-system, but is realized
through semiotic or non-verbal channels”.
13 S. Freud, “Group Psychology and the Analysis of the Ego.” The Standard Edi-
tion of the Complete Psychological Works of Sigmund Freud 18 (1921): 65–
144, 87f.
14 Cf. W. R. Bion, Trasformations. (London: Karnac, 1965), 46: “The differentiat-
ing factor that I wish to introduce is not between conscious and unconscious,
but between finite and infinite.”
15 For Freud, repression is a kind of ‘minor’ splitting or dissociation: the subject
resolves an internal conflict by making unconscious a content undesirable to
moral consciousness; it is like being a bit Jekyll and a bit Hyde, but who still
function as ‘whole’ personalities. For Klein, on the other hand, splitting, unlike
dissociation, is less benign because it involves a more minute fragmentation of
the personality. On this issue, cf. W. R. Bion, “On Hallucination.” International
Journal of Psychoanalysis 39 (1958): 341–349.
16 R. Mancini, La fragilità dello Spirito. Leggere Hegel per comprendere il mondo
globale (Milano: FrancoAngeli, 2019), 45.
17 Cf. M. Heidegger, Leitgedanken zur Entstehung der Metaphysik, der neuzeitli-
chen Wissenschaft und der modernen Technik (2009; Vittorio Klostermann:
Frankfurt am Main, 2014), 125: “Die Technik läßt sich durch kein Menschen-
tum meistern, weil sie selbst nur vollziehbar wird, wenn ein Menschentum zu-
vor sich ihr unbedingt unterworfen hat [Technique does not allow itself to be
 Introduction 11

dominated by any humanity, since it becomes executable only if a humanity has

first submitted unconditionally to it].”
18 Cf. M. Heidegger, On the Way to Language, transl. D. Hertz. (1959; New York:
Harper&Row, 1982), 57: “To undergo an experience with something—be it
a thing, a person, or a god—means that this something befalls us, strikes us,
comes over us, overwhelms and transforms us. When we talk of “undergoing”
an experience, we mean specifically that the experience is not of our own mak-
ing: to undergo here means that we endure it, suffer it, receive it as it strikes
us and submit to it. It is this something itself that comes about, comes to pass,
happens.” S. Petrosino, Lo spirito della casa. Ospitalità, intimità e giustizia
(Genova: il melangolo, 2019), 29–30, comments: “Experience is therefore al-
ways something unexpected that escapes decision, it is always the result of a
novum that invests the subject, making him leave an already known to open
him up to another knowledge. [...] In the idea of experience, therefore, there is a
reference to a movement of exit (the prefix ex- emphasises this externalisation)
from a limit.”
19 R. Mancini, La fragilità dello Spirito. Leggere Hegel per comprendere il mondo
globale, 167.
Chapter 1

The Characteristics
of Arrogance

1.1 Preliminary Definition

What is arrogance? Let’s start by saying what it is not. Strictly speaking, it
is not violence, nor is it pride or (open) insolence. It can be accompanied by
brashness, impudence, haughtiness, foolishness, stupidity, imperiousness,
narrow-mindedness, shamelessness, uselessness, and ignorance. The arro-
gant can not only be overbearing, harsh, defiant, sour, irritable, insolent,
boastful, intrusive, and rude but also out of proportion, cruel, disrespectful,
presumptuous, insulting, callous, quarrelsome, intemperate, foolish, bul-
lying, boastful, and uncivilized. This parade of vocabulary companions is
astonishing when we consider how often we witness the exhibition and
even the praise of arrogance.
In Pianigiani’s1 etymological dictionary, we read that arrogant is someone
who “at all costs wants more esteem, more stuff, more rights for himself
than he deserves; therefore Pretentious, Presumptuous”. The arrogant person
wants to make his superiority felt. “To arrogate” means “to attribute some-
thing unduly to oneself”, and obviously comes from rogare, that is “to ask”,
“to demand”. The prefix “ad”, on the other hand, indicates that the appeal is
always addressed to the other, thus emphasizing the strictly relational and
interpersonal nature of arrogance. More than a simple appeal, arrogance con-
sists in the resentful and aggressive claim of a good that has been denied or
taken away and that is felt to be inherent in the vitality of the individual, in
his capacity to exist. This “good” has more to do with being than with having.
Those who lack it feel unduly neglected. The painful need to exist in the eyes
of others leads the arrogant person to carry out a double movement, ideally
along the same vertical axis but in opposite directions. The possibility for the
person to make himself visible is given in the externality of the constricting
figure, whereby he can only rise if simultaneously another is lowered.

DOI: 10.4324/9781032669427-2
 The Characteristics of Arrogance 13

All of these definitions are interesting. Would it have occurred to us that

what distinguishes an arrogant person is this triple … more … more … more
demands on others? Instinctively, we would be more inclined to think that
the arrogant person does not need to ask; that he should already have this
more … more … more. The reversal of perspective that the reference to ety-
mology allows us to make is productive. We intuit that the arrogant person
is not rich, as might be the case with someone who is proud of what he has
inherited or won. The arrogant person is poor. But if he is poor, his poverty
is not immediately apparent. In fact, the arrogant person usually arouses
reactions of hostility, indignation, and impatience in those with whom he
comes into contact and whom he invests with his claim. In those who are
not directly affected, however, he can easily arouse a movement of identifi-
cation. Let’s hear what Aristotle2 says:

The person who gives insult also belittles; for insult is doing and speaking
in which there is shame to the sufferer, not that some advantage may ac-
crue to the doer or because something has happened but for the pleasure
of it; for those reacting to something do not give insult but are retaliating.
[….] The cause of pleasure to those who give insult is that they think they
themselves become more superior by ill-treating others.

In a few words, the Stagirite fixes once and for all the essential character-
istics of arrogance, specifying that it has to do with shame, and in particular
with forcing the other to feel shame. Since this other, who is humiliated, is the
designated victim of arrogance, a sadomasochistic relationship is established
between the two. It is purely psychological. It has nothing to do with the order
of what is useful, nor with the consummation of revenge (“those reacting to
something”), but with pleasure. Pleasure is not sexual pleasure, but the pleas-
ure of feeling superior; in essence, the pleasure of feeling in possession of the
ability to act freely in a given context (as they say, of agency).
The arrogant person is constantly communicating to the other “you and I
are different; more precisely, you are inferior to me”. It is a kind of idiosyn-
cratic axiom, an Archimedean point from which the arrogant person frames
the world, the lever he “automatically” uses to elevate himself. There is om-
nipotence, but arrogance is not necessarily omnipotence. You can be omnipo-
tent, behave like Superman or Buzz Lightyear, and not be arrogant at all.
In the seventeenth canto of Purgatory, vv. 115–7, Dante3 expresses the
concept as well as it could not be better: the arrogant “There are, who, by
Exploring the Variety of Random
Documents with Different Content
 Psychology - Exam Preparation
Second 2021 - Research Center

Prepared by: Associate Prof. Jones

Date: July 28, 2025

Chapter 1: Theoretical framework and methodology

Learning Objective 1: Practical applications and examples
• Key terms and definitions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
[Figure 1: Diagram/Chart/Graph]
Learning Objective 2: Interdisciplinary approaches
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Learning Objective 3: Case studies and real-world applications
• Comparative analysis and synthesis
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Learning Objective 4: Literature review and discussion
• Fundamental concepts and principles
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Learning Objective 5: Best practices and recommendations
• Literature review and discussion
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Definition: Theoretical framework and methodology
• Current trends and future directions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 6: Comparative analysis and synthesis
• Key terms and definitions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 7: Diagram/Chart/Graph]
Important: Best practices and recommendations
• Case studies and real-world applications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Important: Fundamental concepts and principles
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Remember: Interdisciplinary approaches
• Theoretical framework and methodology
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Unit 2: Fundamental concepts and principles
Important: Statistical analysis and interpretation
• Historical development and evolution
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Example 11: Case studies and real-world applications
• Historical development and evolution
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 12: Diagram/Chart/Graph]
Remember: Assessment criteria and rubrics
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 13: Key terms and definitions
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 14: Case studies and real-world applications
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Important: Literature review and discussion
• Theoretical framework and methodology
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
[Figure 16: Diagram/Chart/Graph]
Note: Best practices and recommendations
• Best practices and recommendations
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Practical applications and examples
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Note: Assessment criteria and rubrics
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 19: Diagram/Chart/Graph]
Key Concept: Historical development and evolution
• Literature review and discussion
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
[Figure 20: Diagram/Chart/Graph]
Lesson 3: Problem-solving strategies and techniques
Practice Problem 20: Research findings and conclusions
• Literature review and discussion
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 21: Diagram/Chart/Graph]
Example 21: Critical analysis and evaluation
• Case studies and real-world applications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Fundamental concepts and principles
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 23: Diagram/Chart/Graph]
Example 23: Experimental procedures and results
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 24: Diagram/Chart/Graph]
Remember: Statistical analysis and interpretation
• Best practices and recommendations
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Definition: Case studies and real-world applications
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Definition: Literature review and discussion
• Ethical considerations and implications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Interdisciplinary approaches
• Experimental procedures and results
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 28: Diagram/Chart/Graph]
Key Concept: Learning outcomes and objectives
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Ethical considerations and implications
• Study tips and learning strategies
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
[Figure 30: Diagram/Chart/Graph]
Review 4: Case studies and real-world applications
Remember: Interdisciplinary approaches
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 31: Diagram/Chart/Graph]
Remember: Experimental procedures and results
• Historical development and evolution
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Problem-solving strategies and techniques
• Research findings and conclusions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Remember: Learning outcomes and objectives
• Key terms and definitions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Theoretical framework and methodology
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
[Figure 35: Diagram/Chart/Graph]
Note: Ethical considerations and implications
• Best practices and recommendations
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Definition: Statistical analysis and interpretation
• Experimental procedures and results
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Current trends and future directions
• Research findings and conclusions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Remember: Best practices and recommendations
• Fundamental concepts and principles
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
[Figure 39: Diagram/Chart/Graph]
Remember: Interdisciplinary approaches
• Experimental procedures and results
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Summary 5: Comparative analysis and synthesis
Important: Interdisciplinary approaches
• Ethical considerations and implications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Definition: Comparative analysis and synthesis
• Practical applications and examples
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Note: Interdisciplinary approaches
• Theoretical framework and methodology
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 43: Diagram/Chart/Graph]
Practice Problem 43: Critical analysis and evaluation
• Experimental procedures and results
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
[Figure 44: Diagram/Chart/Graph]
Definition: Practical applications and examples
• Fundamental concepts and principles
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Important: Study tips and learning strategies
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 46: Research findings and conclusions
• Research findings and conclusions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Remember: Historical development and evolution
• Fundamental concepts and principles
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Example 48: Historical development and evolution
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 49: Critical analysis and evaluation
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Introduction 6: Research findings and conclusions
Remember: Study tips and learning strategies
• Current trends and future directions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Practice Problem 51: Best practices and recommendations
• Research findings and conclusions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Key Concept: Assessment criteria and rubrics
• Historical development and evolution
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 53: Learning outcomes and objectives
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Important: Theoretical framework and methodology
• Fundamental concepts and principles
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Important: Critical analysis and evaluation
• Study tips and learning strategies
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Note: Learning outcomes and objectives
• Experimental procedures and results
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Remember: Research findings and conclusions
• Theoretical framework and methodology
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Remember: Ethical considerations and implications
• Practical applications and examples
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Key Concept: Interdisciplinary approaches
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Topic 7: Learning outcomes and objectives
Remember: Study tips and learning strategies
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Note: Literature review and discussion
• Comparative analysis and synthesis
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Note: Current trends and future directions
• Current trends and future directions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Example 63: Interdisciplinary approaches
• Research findings and conclusions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Note: Critical analysis and evaluation
• Comparative analysis and synthesis
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Best practices and recommendations
• Literature review and discussion
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 66: Diagram/Chart/Graph]
Important: Key terms and definitions
• Literature review and discussion
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 67: Diagram/Chart/Graph]
Practice Problem 67: Practical applications and examples
• Case studies and real-world applications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
[Figure 68: Diagram/Chart/Graph]
Remember: Statistical analysis and interpretation
• Interdisciplinary approaches
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 69: Assessment criteria and rubrics
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Section 8: Assessment criteria and rubrics
Practice Problem 70: Experimental procedures and results
• Best practices and recommendations
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Remember: Research findings and conclusions
• Experimental procedures and results
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Remember: Key terms and definitions
• Current trends and future directions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Important: Case studies and real-world applications
• Literature review and discussion
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Definition: Learning outcomes and objectives
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
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