Reality principle

In Freudian psychology and psychoanalysis, the reality principle (German: Realitätsprinzip) is the ability of the mind to assess the reality of the external world, and to act upon it accordingly, as opposed to acting on the pleasure principle. In Freudian psychology and psychoanalysis, the reality principle (German: Realitätsprinzip) is the ability of the mind to assess the reality of the external world, and to act upon it accordingly, as opposed to acting on the pleasure principle. Allowing the individual to defer (put off) instant gratification, the reality principle is the governing principle of the actions taken by the ego, after its slow development from a 'pleasure-ego' into a 'reality-ego': it may be compared to the triumph of reason over passion, head over heart, rational over emotional mind. Freud argued that “an ego thus educated has become ‘reasonable’; it no longer lets itself be governed by the pleasure principle, but obeys the reality principle, which also, at bottom, seeks to obtain pleasure, but pleasure which is assured through taking account of reality, even though it is pleasure postponed and diminished”. In his introductory lectures of 1915, at the University of Vienna, Freud popularized the concept of the unconscious as the largest and most influential part of the mind, including those drives, instincts and motives humans are often forced to deny except in disguised form. In the 23rd lecture, Freud discussed the conflict between the realm of 'Phantasy' and the reality principle, comparing the former to a nature reserve. He argued however that “there is a path that leads back from phantasy to reality - the path, that is, of art”. Jonathan Lear has argued that there was in fact an ethical dimension to Freud's concept of the reality principle, in that it was opposed to a neurotically distorted world-view. In infancy and early childhood, the Id governs behavior predominantly by obeying the pleasure principle. Maturity is the slow process of learning to endure the pain of deferred gratification as and when reality requires it – a process Freud saw as fostered by education and educators. The result is the mature mind's ability to avoid instant gratification in favor of long-term satisfaction. In order to do so, the reality principle does not ignore the id, but strives instead to satisfy its desires in balanced and socially appropriate ways, through awareness of and adjustment to environmental demands. The manner in which it moderates the pleasure principle and assures satisfaction of instinctual needs is by weighing the costs and benefits of an action before deciding to act upon or ignore an impulse. The reality principle forces the mind to consider the risks, requirements and outcomes of various decisions. The ego does not strive to eradicate urges, but instead it temporarily halts the discharge of the id's energy until a more suitable, safe and realistic time and place can be found. This necessary process of delay is accomplished through the so-called secondary process. An example of the reality principle at work is a person who is dieting, but chooses not to give into hunger cravings. He or she knows that satisfying their unhealthy cravings, and thus satisfying the pleasure principle, provides only short-term empty satisfaction that thwarts the objective of the diet. While some of Freud's ideas may be faulty and others not easily testable, he was a peerless observer of the human condition, and enough of what he proposed, particularly concerning the reality principle, manifests itself in daily life.