Lacan's Enunciation and the Cure of Mortality: Teaching, Transference, and Desire

Schleifer, Ronald

doi:10.2307/377509

Cited by 11 publications

(7 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…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%

See 1 more Smart Citation

Beginning teaching: the theory/practice divide

Bainbridge

2011

Cliopsy

View full text Add to dashboard Cite

show abstract

Section: Defending the 'Attack' Of Knowledgesupporting

confidence: 69%

Section: Defending the 'Attack' Of Knowledgementioning

confidence: 99%

Beginning teaching: the theory/practice divide

Bainbridge

2011

Cliopsy

View full text Add to dashboard Cite

show abstract

“…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%

Performing for the Students: Teaching Identity and the Pedagogical Relationship

Stillwaggon

2008

Journal of Philosophy of Education

View full text Add to dashboard Cite

Teacher identity is defined in its relations, on the one hand, to curriculum and, on the other, to students: to be identified as a teacher is to be taken by the latter as a bearer of the former. In this essay I consider some variations on theorising teacher identity within these relational terms. Beginning with the educational task of cultivating student subjects within the often impersonal aims of curriculum, I reject a correspondingly personalised production of teacher identity that would humanise education through the teacher's personality. Turning instead to the idea of a teaching role defined by institutional authority, I look at two perspectives from which the teacher's identity can be theorised as a matter of performing that role. Jane Gallop's performative definition of teaching highlights the teacher as a pre‐existing role but is fundamentally concerned with the teacher's self‐understanding, this fails, however the relational requirements of teaching. Ultimately, bringing performativity into the context of the transferential relation between teacher and student provided by Plato's Symposium, I argue that student desire produces teacher identity in response to the teacher's performed relation to truth.

show abstract

“…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%

Legal, Tender: The Deferred Romance of Pedagogical Relation in The Paper Chase

Stillwaggon

Jelinek²

2010

Stud Philos Educ

View full text Add to dashboard Cite

Films depicting educational relationships typically emphasize personal connections between students and teachers over the educational goals that such relations facilitate. In doing so, these films raise the question of how teachers stand in relation to their institutional roles in such a way as to inspire students' desires for knowledge. In this paper, in order to examine the influence of institutional roles in defining teacher-student relationships, we analyze ''The Paper Chase,'' a film in which teacher and student have no personal connection but in which the drama of student desire is nonetheless clearly featured. Drawing from Plato's erotics, in which the soul is shaped by desire for that which it lacks, and from Jacques Lacan's theories of desire and transference, we argue that ''The Paper Chase'' portrays educational desire as rooted in the differential of authority between teacher and student.Keywords Film Á Desire Á Pedagogical relation Á Plato Á Lacan Á Transference Scholars analyzing the teacher-student relationship as portrayed in popular media (Dalton 2004;Keroes 1999) invariably focus their attention on To Sir, with Love (Clavell 1967). The film's appeal draws from its emphasis on teacher-student relations: little formal schooling takes place despite its educational setting and characters. As in the many films that follow its lead, To Sir, with Love replaces the ''three R's'' with romance and transforms the task of education into an interpersonal exchange of beliefs and tastes. 1 The popularity of To Sir, with Love, as well as the regular repetition of its character types and J. Stillwaggon (

show abstract

Lacan's Enunciation and the Cure of Mortality: Teaching, Transference, and Desire

Cited by 11 publications

References 0 publications

Beginning teaching: the theory/practice divide

Beginning teaching: the theory/practice divide

Performing for the Students: Teaching Identity and the Pedagogical Relationship

Legal, Tender: The Deferred Romance of Pedagogical Relation in The Paper Chase

Contact Info

Product

Resources

About