Keywords
How to Cite
Abstract
Responding to papers by Michelle Massé and Marshall Alcorn, I begin with an argument for the need to recognize ignorance as performative rather than merely as illustrative of student resistance in some pathological sense. I then explore the Lacanian notion that teachers develop imaginary suppositions about the lack in their students, and that these suppositions support rescue fantasies among teachers that are related to bolstering their own unconscious need for narcissistic gratification and love. I conclude by showing how these ideas resonate with my own autobiographical history as a teacher, as well as with key ideas in the two papers under discussion, and I commend both authors for opening up a valuable discussion of teaching as an "impossible profession".
References
BRITZMAN, D. The very thought of education: psychoanalysis and the impossible profession. Albany, N.Y.: SUNY Press, 2009.
FELMAN, S. Psychoanalysis and education: teaching terminable and interminable. In: FELMAN, S. Jacuqes Lacan and the adventure of insight. Cambridge, MA: Harvard University Press, 1987.
FREIRE, P. Education for critical consciousness. New York: Continuum, 1969.
FREIRE, P. Pedagogy of the oppressed. New York: Continuum, 1970.
FREUD, S. Observations of transference love. In: FREUD, S. The Standard Edition of the Complete Psychological Works of Sigmund Freud. New York: Basic Books, 1958. p. 159-172, 1958. (v. 12).
FREUD, S. Observations of transference love. In: FREUD, S. The Standard Edition of the Complete Psychological Works of Sigmund Freud, New York: Basic Books, 1961. p. 59-145, 1961. (v. 21).
HOPPER, E. (Ed.). Trauma and organizations: new international library of group analysis series. London: Karnac. (2011).
LACAN, J. The seminar of Jacques Lacan; book 7: the ethics of psychoanalysis, 1959-1960. Transl. D. Porter. New York; London: Norton, 1992.
NAVIA, L. Diogenes the cynic. New York: Humanity Books, 2005.
O‟LOUGHLIN, M. Commentary on Scanlan & Adlam: [anti?] social critics: Mangy curs or pesky gadflies? Group Analysis, v. 44, n. 2, p. 149-154, 2011a.
FREUD, S. The subject of childhood. New York: Peter Lang Publishing, 2009.
FREUD, S. Ghostly presences in children‟s lives: Toward a psychoanalysis of the social. In: O‟LOUGHLIN, M.; JOHNSON, R. (Ed.). Imagining children otherwise: theoretical and critical perspectives on childhood subjectivity. New York: Peter Lang Publishing, 2010.
FREUD, S. Trauma trails from Ireland‟s Great Hunger: A psychoanalytic inquiry. In: WILLOCK, B.; CURTIS, R.; BOHM, L. (Ed.). Loneliness and longing: psychoanalytic reflections. New York: Routledge, 2011b.
O‟LOUGHLIN, M.; JOHNSON, R. (Ed.). Imagining children otherwise: theoretical and critical perspectives on childhood subjectivity. New York: Peter Lang Publishing, 2010.
RANCIÈRE, J. The ignorant schoolmaster: five lessons in intellectual emancipation. Stanford: Stanford University Press, 1992.
SCANLON, C.; ADLAM, J. Defacing the currency?: A group-analytic appreciation of homelessness, dangerousness, disorder and other inarticulate speech of the heart. Group Analysis, v. 44, n.2, p. 131-148, 2011.
VANHEULE, S. Caring and its impossibilities: a lacanian perspective. Organisational & Social Dynamics, v. 2, p. 264-284, 2002.
The ETD - Digital Thematic Education uses the Creative Commons license (CC), thus preserving the integrity of the articles in an open access environment.
Downloads
