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In addition, Hartmann builds dynamic bridges to neighboring fields, to the social sciences, to academic. psychology, to developmental psychology, learning and field theories, to art and philosophy (Rangell 1965). Ernst Kris (1936, 1952, 1956) expanded on the role of unconscious and preconscious ego processes in maintaining internal balance, studied ego’s role in sublimation and creativity, and coined a term “regression in service of ego”, applicable in the development, clinical situation, as well as creative adjustments and pursuits. Kris’ idea that quick shifts between different levels of psychic functioning – regression/progression/ integration – under the purview of the ego integrative function, were a key to creativity in any field of art or science, was further developed by Peter Blos, Sr . (1954, 1967, 1971, 1978, 1979), a preeminent Ego Psychological theorist of adolescence, as ‘regression in the service of development’. Additionally, this line of conceptualization opened the door for future generations of Post- Freudian thinkers in areas of development and free associative processes (Bellak 1961, 1989), and arts and creativity (Rose 1963, 1964, 1999, 2004). David Rapaport (1951a, b; 1953, 1958b) further elaborated on the development and organization of thought, on the developmental vicissitudes of affects, and on the relationship between the two autonomies of the ego, on the one hand from the environment and on the other from the drives, demonstrating how the relative autonomy from the id was guaranteed by the person’s relationship with the environment and vice versa. For Rapaport, the basic notion of the development is a mutually interactive process of increased organizational complexity. In this vein, he has described a process of increasingly complex hierarchic development in the formation of derivative motivational drives and of increasingly complex organization of ego defenses. Rudolph Lowenstein (1938, 1945, 1957, 1967) studied the complexities of involvement of ego, self, superego and drives in connection with the earliest libidinal and aggressive object ties in formation of masochism. Having previously ‘revived’ a notion of ‘vital instincts’ (1940), he posits that the unconscious ‘libidinization of suffering’ caused by aggression from within and/or without underlies the mechanism of ‘seduction of the aggressor’, a forerunner of masochism and a weapon of the helpless child to ensure the existence of parental love which is necessary for development of sexuality as it is for survival (Loewenstein 1957, p.231). His “Phallic Passivity in Men” (Loewenstein 1935) points to dynamic meaning of the passive-active subphases of psychosexual development. Following on, refining and expanding on, Freud’s (1909), Anna Freud’s (1936/1946) and Fenichel’s (1945) description of psychoanalytic listening to multiple layers of drive and unconscious ego and superego derivatives of free associative process, Rudolph Lowenstein (1963) includes “…listening to what is being said; to how it is being said, when and in what context it is being said; to what is not said, but deliberately or unwittingly omitted; and finally, to the absence of communication—listening to silence” (Loewenstein 1963, p. 453). A scholar of Ego Psychology with bio-social emphasis, Erik H. Erikson (1950, 1956) developed the concepts of ‘ego identity’ and ‘ego integrity’ within his psychosocial epigenesis throughout the life cycle (Trust vs. Mistrust in Infancy; Autonomy vs. Shame for Toddler;
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