The interactions spatio-temporal psychological in the poem (My friend paramour way the desert has good smell)
DOI:
https://doi.org/10.55074/hesj.vi42.1185Keywords:
interactions, space-time, psychological space, psychological time, the principle of pleasure versus pain, the principle of constancy, the principle of compulsive repetition, The infinitely large, closed, specific, general, and evocativeAbstract
This study dealt with The interactions spatio-temporal psychological in the poem (My friend paramour way the desert has good smell) AL-Rusafi AL-Belence. The research aimed to reveal the psychological interactions that space-time aroused in the self’s psyche, and how its emotional state was manifested. The study found that the psychological place had an impact. It was evident to the poet, as spatial interactions were represented in the large, closed, specific, and double place, and connotations that carried meanings of calm and nostalgia for the past became clear, so the poem was filled with depth and abundance, as it was brought in through a subconscious vision; To embody the self's desire to escape from its realistic world; To travel to her past in a daydream carrying feelings that varied between the desire for containment and protection, and maintaining her psychological balance through the place that was decorated with various psychological representations. The overall time and the recall time also revealed the emotional state of the poet. The study relied on the psychoanalytic approach that focused on the interactions The poet's space-time, according to the principles of psychoanalysis, is the principle of pleasure versus pain, the principle of constancy to which the self-resorts in search of psychological balance, and the compulsive repetitive principle that places the self in the circle of pain whenever it tries to break free from it.Downloads
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Published
2024-11-25
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How to Cite
The interactions spatio-temporal psychological in the poem (My friend paramour way the desert has good smell). (2024). Humanities and Educational Sciences Journal, 42, 77-98. https://doi.org/10.55074/hesj.vi42.1185










