Abstract: The revolutionary significance of psychoanalysis in the history of thought is closely related to its understanding of war experience. Since the end of the 19th century, war has been part of historical constants that defines the overall experience of modern people. Sigmund Freud's Introductory Lectures on Psycho-Analysis during the WW II serves as a core interpretive text for us to understand his theoretical system from the WW II experience. Introductory Lectures provides us with a systematic account of the early achievements of the psychoanalysis movement as well as some embryonic ideas of Freud's later psychoanalytic theory. More importantly, the War constitutes the main thread of Introductory Lectures' vision and theoretical development. War experiences seem to rekindle the ideological origin of psychoanalysis and force the author to explore the deeper world of human nature. This study focuses on Freud's idea of war and the general experience of modern people. Taking Introductory Lectures on Psycho-Analysis as the core text, combined with Freud's other major works in his early and late stages, the paper attempts to answer the following three questions:First, what kind of human primitive experience can be restored by psychoanalysis as philosophy or "the first philosophy" in the perspective of war? Second, what does psychoanalysis as sociology reveal about the everyday state of human beings? Third, when psychoanalysis as a "re-education" theory intervenes in daily experience, what difficulties will it encounter, and what kind of educational art will it develop? In Freud's thought, psychoanalysis as the first philosophy exposes the conflicting self with various intentions in the state of war, and gradually reveals the self's Eros and the instinct of death. On this basis, psychoanalysis as sociology presents the face of war in daily life and its essence of entanglement and conflict between human erotic instinct and death instinct. Finally, psychoanalysis as a new educational theory helps guiding Eros and restraining death instinct by pointing out the limits, conditions and future hopes of modern education.

Key words: war, the daily state, Eros, the instinct of death, re-education