Margerth Crucey Benjamin

11/23/2025

FIQWS

Jason E Lobell

The Oedipus Complex is Real?

The Oedipus complex, formulated by Sigmund Freud, argues that children experience unconscious sexual desire for the opposite-sex parent and rivalry with the same-sex parent. For decades, this idea was treated as a universal psychological truth rather than a culturally and historically situated interpretation of childhood. This research examines how contemporary studies challenge the assumption that children experience sexual desire toward their parents, reveal how Freud’s interpretations were shaped by theoretical biases, and emphasize that the theory pathologizes normal attachment. The Oedipus complex should not be considered a universal stage of development because there is no empirical evidence supporting sexual desire toward parents, Freud’s interpretations were guided by prior assumptions rather than objective observation, and the theory misrepresents ordinary parent child emotional bonds. 

Contemporary developmental psychology finds no evidence that children harbor sexual desire toward their parents. Research emphasizes that early childhood behaviors are expressions of attachment, safety, and dependency rather than sexualized impulses. Goetzmann (2023) states, “The notion that young children experience unconscious sexual desire toward their parents lacks empirical support and ignores the fundamental functions of attachment behaviors” (p. 112). This highlights that Freud’s claims do not align with modern developmental science. Furthermore, Wakefield (2025) notes that the theory was “accepted in the absence of sufficient evidential support” (p. 56). Anthropological research also reveals that the assumption of a universal Oedipus complex fails to account for cultural differences in family structure and child-rearing practices (Khan, 2025). Together, these perspectives demonstrate that Freud’s central premise that children inherently desire the opposite-sex parent is unsupported and cannot be generalized across populations.

Freud’s analysis of the Little Hans case further illustrates how theoretical expectations shaped his interpretations. Freud framed Hans’s fear of horses as evidence of unconscious sexual desire for his mother and rivalry with his father. However, Wakefield (2025) argues that Freud’s reading “reflected a performative confirmation of the theory rather than the child’s lived experience” (p. 59). Similarly, Khan (2025) notes that diverse cultural contexts show strong parent–child attachment without any sexualized component, which indicates that Freud’s conclusions were culturally and theoretically constrained. These analyses make clear that Freud’s interpretations reflect his theoretical commitments more than universal patterns in child development.

The Oedipus complex also pathologizes normal parent–child attachment by sexualizing ordinary emotional bonds. Behaviors such as clinging to caregivers, seeking comfort when distressed, or showing jealousy over attention are developmentally normative and function to foster security and attachment (Goetzmann, 2023, p. 118). By interpreting these behaviors as signs of sexual desire, Freud mischaracterizes healthy development as pathological. Khan (2025) further notes that many cultures demonstrate secure attachment without any sexualized element, emphasizing the dangers of imposing Western psychoanalytic interpretations universally. This distortion shows that the Oedipus complex projects sexualized meanings onto ordinary relationships, producing anxieties that the theory itself claims to explain.

Despite contemporary criticisms, some psychoanalytic theorists argue that the Oedipus complex retains value as a symbolic or metaphorical framework rather than a literal account of childhood sexuality. According to this view, the complex represents broader developmental processes such as identification, rivalry, boundary formation, and the child’s understanding of authority and interpersonal roles. Proponents claim that even if children do not experience sexual desire toward their parents, the triangular dynamic between child, mother, and father plays an important role in shaping self-concept and emotional regulation. Therefore, while the literal interpretation of the Oedipus complex lacks empirical support, some clinicians argue that the concept remains useful in understanding psychological development in symbolic terms.

Moreover, recent research in developmental neuroscience reinforces the idea that children’s early emotional systems are wired for protection and affect regulation rather than sexual attraction. Brain regions associated with attachment, such as the amygdala and limbic system, are activated by parental comfort and caregiving not by sexual impulses. Neurobiological systems associated with sexual desire do not mature until puberty. This evidence directly contradicts Freud’s assertion of early sexualized impulses toward parents, demonstrating that the infant and young child’s brain is not structured to experience such desires in the first place.

In conclusion, the Oedipus complex is not a universal stage of child development, but a historically situated theoretical construct shaped by Freud’s cultural context and personal assumptions. Contemporary developmental psychology, anthropology, and neuroscience consistently show that children’s attachments are grounded in the need for safety, emotional regulation, and dependency, rather than sexual desire. The theory’s reliance on selective interpretation, its neglect of cultural diversity, and its pathologization of normal emotional bonds reveal that it reflects Freud’s theoretical expectations more than the lived reality of children. Although some modern psychoanalysts attempt to reinterpret the Oedipus complex symbolically, this metaphorical reading does not validate its original claims. A scientific understanding of childhood must prioritize evidence-based interpretations of attachment, caregiving, and emotional development, free from the sexualized lens imposed by Freud. By moving beyond the Oedipus complex, contemporary scholarship supports a more accurate, humane, and culturally sensitive perspective on how children form meaningful relationships with their caregivers.

REFERENCES

Bonomi, C. (2025). Shibboleth Authentication Request. Cuny.edu. https://research-ebsco-com.ccny-proxy1.libr.ccny.cuny.edu/c/7o7b7t/viewer/pdf/szuipwfquz?route=details

Goetzmann, L. (2023). The Crises of Oedipus. Psychoanalytic Quarterly, 92(1), 109–128. https://doi.org/10.1080/00332828.2023.2187580

Hourigan, D. (2024). Law on the Other Side of Oedipus: Freud and Lacan on Law and Self-Formation. Law, Culture and the Humanities. https://doi.org/10.1177/17438721241234195

Khan, S. (2025). Oedipus without mommy–daddy: How anthropologists pushed psychiatrists to go beyond the Oedipus Complex. Anthropology of Consciousness, 36. https://doi.org/10.1111/anoc.70000

Shibboleth Authentication Request. (2025). Gale.com. https://link.gale.com/apps/doc/A711902782/AONE?u=cuny_ccny&sid=bookmark-AONE&xid=1bcc49ed

My Voice

I was born in San Francisco de Macorís, Dominican Republic, where I spent the first nine years of my life surrounded by family, love, and a sense of belonging that made every day feel special. My mornings were filled with the sound of loud music echoing through the house, the aroma of fresh coffee drifting from the kitchen, and sunlight slipping through the crooked blinds onto my bed as I stared up at the zinc roof. At 7 A.M., the whole house came alive my grandparents and mother moving through the rooms, relatives stopping by to grab a cup of coffee before sitting together in the backyard to talk and laugh. Life there was calm, simple, and peaceful, yet full of meaning and connection. Growing up in that environment taught me values that have stayed with me to this day. From my family, I learned the importance of love, unity, and resilience. From my community, I learned empathy and strength the ability to support one another no matter what. Those early years in the Dominican Republic shaped who I am and gave me a deep appreciation for the warmth of family and the beauty of small moments that make a place feel like home.

When I arrived in the United States, everything changed. It was an overwhelming shock everything around me was twice as big, louder, and more crowded than I could have imagined. The buildings seemed endless, the streets never quiet, and even the air felt different. At the same time, I was dealing with the loss of my father, which made this transition even harder. I was a child in a new country, surrounded by a language I didn’t understand, while trying to overcome the pain of grief. I often felt lost and frustrated, as if life was moving too fast and I couldn’t catch up. On top of that, it was incredibly difficult to be away from the rest of my family. I missed the warmth of their presence, the familiar voices, and the sense of safety that came from being surrounded by them.

School was difficult. There were so many people from different cultures and languages, and most importantly, I didn’t understand English. I couldn’t understand my teachers or my classmates. I remember sitting in class by myself, trying to follow lessons while my classmates seemed to know exactly what to do. One day, at a family party, my cousin who had been in the United States longer than I had spoken to me in English. I understood him but couldn’t respond fluently, so I replied in Spanish. My mother’s husband, who was sitting next to us, then said to me, “Tú tienes que aprender inglés porque esto es América” (You have to learn English because this is America). People around us started making fun of me, commenting on how I didn’t know the language. But my mother speak up for me and she said “Ella va a aprender en su momento indicado” (she’s going to learn in the best moment for her). That moment stayed with me because it made me realize how challenging it was to navigate not just a new language, but also the expectations and judgments of others. But at least I had my mother who supported me in that moment of vulnerability.

After that day, I became even more determined to learn English. I started studying harder, paying close attention in class, and practicing every chance I got. I would listen carefully to how people spoke around me, repeat words to myself, and watch shows or videos to improve my pronunciation and understanding. It wasn’t easy there were many moments of frustration, but I refused to give up. I wanted to prove to myself that I could do it. Slowly, I began to see progress, and each small success motivated me to keep going. I am not the best at English, but I’am still learning, everyday learning something new and not closing myself into one bubble. 

The values I learned in the Dominican Republic became my foundation in this new environment. The resilience I grew up with pushed me to keep trying even when things felt impossible, I kept trying hardly and giving the best of my self to improve in something new. The empathy I learned from my family helped me understand others who were also struggling with their own challenges and even with the same struggles as me. And the strong sense of family I carried within me reminded me that I wasn’t alone and that I had someone who would be there to support me, even when I was far from home. I applied these values in school and in my everyday life helping other students who didn’t speak English well, staying patient with myself when I made mistakes, and finding strength in community whenever I felt out of place.

School and home both became places where I had to constantly fight to be understood and felt like I belonged. Every day was a struggle to learn, communicate, and assert myself despite mistakes, humiliation and ridicule. These experiences made me more determined to master English and to find my own voice and embrace my voice in this new path I would follow for the rest of my life.

Over time, I began to see how the lessons from my past and the challenges from my present came together to shape who I am. The girl who once felt silent and out of place found the courage to speak, to adapt, and to keep moving forward, guided by the same values that once made her childhood in the Dominican Republic so meaningful. Today, I am still learning and growing every day, continuing to improve my English and my confidence. There are moments when I still make mistakes or feel unsure, but I no longer let that stop me. I can now express myself, communicate with others, and share my story without fear. What once felt impossible has become part of my strength proof that with effort, patience, and resilience, I can overcome any challenge that comes my way.

Margerth Crucey Benjamin

FIQWS 10115

Jason Lobell

12/10/2025

Through the class, I believe the course has helped me transition smoothly into college level work by introducing assignments that challenged and expanded my writing skills. Over the semester, I was able to strengthen my analytical abilities, improve the way I integrate evidence, and learn how to structure more complex arguments. Beyond writing strong papers, the course also emphasized how to locate, evaluate, and incorporate credible sources using the methods we practiced in class. One thing I really appreciated was that the class allowed us to explore our own interests in each assignment, which made the writing process more engaging and meaningful.

At the beginning of the semester, I struggled multiple times to the new college environment and heavier academic expectations. However, once I adapted, I found the workload manageable as long as I stayed organized and submitted assignments on time. I feel that I have done well overall, and I especially enjoyed writing about psychology because it offers so many interesting areas to explore.

Our first major assignment, the analysis essay, focused on the sociocultural perspective. For this paper, I examined how social and cultural factors influence human behavior. This required me to interpret scholarly sources and connect them to real-world examples. Finding the right evidence pushed me to be more selective and thoughtful about the sources I used. This process helped build research skills that carried over into the rest of the semester.

The second assignment, the personal essay, began with a brainstorm session where we explored meaningful moments from our lives. I chose to write about the stutter I had throughout elementary and middle school. This essay challenged me to revisit a vulnerable time in my life and reflect on how it shaped me. I had to relearn how to explain something very personal to someone who had no prior knowledge of it. This experience strengthened my ability to write with clarity, emotion, and depth, and it helped me grow as a writer by pushing me to articulate something I hadn’t talked about in years.

The third assignment was the research essay, in which I wrote about the Oedipus complex. This required a deeper level of research and analysis as I worked to understand the theory, evaluate its relevance, and support my claims with scholarly evidence. Because this assignment demanded more sources and stronger argumentation, it helped refine my academic writing skills even further.

I still believe I need more help brainstorming my ideas, trying to focus on one idea, and improve my way of expressing my thoughts so they can be clearer when they come out. Overall, FIQWS has helped me become a more confident and capable college writer. The combination of analytical, personal, and research-based writing taught me how to think critically, express myself clearly, and engage with complex ideas. I now feel much more prepared for future college-level work and for continuing to improve as a writer.