Early 20th-century psychology was dominated by Freud’s psychoanalysis, which emphasized biological instincts and unconscious conflicts. Adler initially followed Freud but later rejected "instinct determinism": he found human psychology guided by "pursuit of meaning" and "longing for belonging." Post-WWI, European society was turbulent, leaving people adrift. In 1912, Adler founded Individual Psychology. In his book, he redefined "inferiority" as a growth driver and "transcendence" as prioritizing social value, building a framework centered on "individual-society interaction."
A common "sense of powerlessness" when facing difficulties. Normal inferiority drives growth (e.g., practicing public speaking to improve expression). Fixating on "I’ll never be good enough" leads to "inferiority complex"—the root of psychological issues.
An internal drive to overcome inferiority and self-improve. Its core is "surpassing one’s past self," with the ultimate goal of "socially beneficial superiority" (e.g., a doctor honing skills to save patients). Disconnected from social value, it becomes "superiority complex" (e.g., showing off to hide inferiority).
The "willingness to care for and cooperate with others"—the theory’s "soul." Humans are social beings; value is realized through connections. Those lacking it are self-centered or confrontational; those with it cooperate (e.g., teamwork, community service) to gain belonging and value.
A "stable behavior-cognition framework" formed before age 6 (shaped by family, early experiences, and subjective interpretations), determining how one handles inferiority and pursues superiority. Four types:
Memory fragments before age 6, a window into life style. Memories are not objective but subjective projections (e.g., recollections of helping others or losing a toy reveal social interest or negative cognition).
The core path: "Experience inferiority → Turn it into striving-for-superiority motivation → Achieve transcendence via social interest → Form a healthy life style":
For children’s problematic behaviors (rebellion, school avoidance), identify underlying inferiority-driven needs: avoid labeling (no "lazy" or "stupid"), foster cooperation (group activities to build social interest), and focus on effort (not just grades). Modern "positive discipline" originates here.
Goal: Adjust life style and cultivate social interest. Techniques: early recollection analysis (uncovering core cognition), cognitive restructuring (e.g., "I can’t" → "I can improve"), and guiding cooperative activities (gaining a sense of value). Suitable for inferiority, social anxiety.
Family is the "first social interest ground," advocating "equal cooperation": parents as guides (not order-givers), avoid overindulgence/neglect, treat children fairly, and encourage sibling cooperation.
Address three life tasks: see work as a "contribution field," prioritize "equal cooperation" in socializing, and focus on "mutual collaboration" in love.