1987
DOI: 10.2307/377509
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Lacan's Enunciation and the Cure of Mortality: Teaching, Transference, and Desire

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Cited by 11 publications
(7 citation statements)
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“…This is a defence where there is a resistance to admit to the reality of not knowing, or of being helpless and utterly dependent on an 'other' and the subsequent rejection of 'imposed' professional knowledge. Felman (1982) and Schleifer (1987) both provide a Lacanian insight into teachers' encounters with new knowledge and confirm the resistance noted by Britzman (2003) and Pitt (1998). Felman maintains that total knowledge can never be known as it cannot be experienced due to the unconscious defences protecting the individual from being overwhelmed with new knowledge.…”
Section: Defending the 'Attack' Of Knowledgesupporting
confidence: 69%
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“…This is a defence where there is a resistance to admit to the reality of not knowing, or of being helpless and utterly dependent on an 'other' and the subsequent rejection of 'imposed' professional knowledge. Felman (1982) and Schleifer (1987) both provide a Lacanian insight into teachers' encounters with new knowledge and confirm the resistance noted by Britzman (2003) and Pitt (1998). Felman maintains that total knowledge can never be known as it cannot be experienced due to the unconscious defences protecting the individual from being overwhelmed with new knowledge.…”
Section: Defending the 'Attack' Of Knowledgesupporting
confidence: 69%
“…The assimilation of new knowledge can therefore only occur when the internal psychic defences are sufficient to support the potential threat that this may represent (Brown, 2006). Both Felman (1982) and Schleifer (1987) suggest that because of this passion for ignorance, teacher 'education' will be resisted and the best that can be hoped for is to create the conditions for learning and dealing with new knowledge. One of the conditions for learning is to be able to consider the desire not to know as pedagogically important as what is known and to accept, as the clinician does, that what is not known or resisted can teach us something.…”
Section: Defending the 'Attack' Of Knowledgementioning
confidence: 99%
“…Given the name 'transference' by psychoanalytic theorists, the relationship between one presumed to know and another who is presumed to lack knowledge described briefly in the paragraph above has been considered by a number of contemporary theorists who also share an interest in theorising teaching identity (Felman, 1982;Brooke, 1987;Davis, 1987;Jay, 1987;Schleifer, 1987;Taubman, 1990;Frank, 1995). According to Jacques Lacan, whose theory of transference in the analytic relationship has most often served as a model for theorising transference between students and teachers, the greatest exposition of the transferential relationship is Plato's Symposium, in which both the role of desire in shaping human identity and the pedagogical relationship are established (Lacan, 1981, p. 231).…”
Section: Performing the Knowing Subjectmentioning
confidence: 99%
“…The appropriateness of Lacan's psychoanalytic theory to educational thought, particularly due to its emphasis on the agency of language in the unconscious, has been argued and demonstrated most notably byFelman (1982) and by a number of theorists who have followed her lead(Brooke 1987;Davis 1987;Schleifer 1987). 5 While this point has been a fundamental tenet of much educational thought, the dissolution of an underlying self into the complexes of discourse, and some understanding of how language shapes the developing subject, has been the major contribution of Lacanian psychoanalysis to educational theory(Lacan 1977, pp.…”
mentioning
confidence: 98%