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Quand il analysait un écrit littéraire, Lacan faisait apercevoir le montage fictionnel de la logique du désir, repérait les réponses aux discours du temps, suivait le travail de la lettre, au bord du sens et du réel. La création artistique, disait-il, a des effets analytiques sur le lecteur et fraie la voie au psychanalyste dans l'approfondissement des questions qui fondent son expérience. S'attachant à creuser la singularité inventive de chacune des treize œuvres qu'elle étudie, Ginette Michaux montre la valeur opératoire, pour la littérature, de l'orientation donnée par Lacan.
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This is an introductory level text with emphasis on Lacan’s theoretical relationship to education and which uses Lacan’s theories as a springboard for a different educational discourse, one that forces us to assess inward rather than outward. To move beyond the linear nature of schools, a context exacerbated by developmental psychologists like Piaget and Erikson who theorized that we can understand children’s development in stages, the author argues that Lacan’s theories allow us to holistically educate—to teach cognizant of the relationship between interior and exterior spaces, between the unspoken and the heard. The text serves four purposes: 1) to translate Lacan’s primary ideas into language appropriate for introductory level college students, 2) to examine identity in ways that are relevant across disciplines, 3) to re-frame Lacan’s work with post-structuralist and postmodern theories and, in so doing, create a distinctive analysis of the self predefined yet reinvented, and 4) to juxtapose Lacan’s work with post-formal thinking and theorize about his relevance to public education. This book is purposefully organized with specific emphasis on Lacan’s work as a teacher and the ways in which his theories complicate current accountability standards in the United States which insist that “good” teaching and learning is quantifiable. The author foregrounds Lacan’s concepts of identity and language and analyzes those in parallel to the discourses of democratic education. Lacan’s theories do provide some indelible possibilities for public education in the twenty-first century. Considering his relevance to post-structuralism, post-formalism, post colonialism, and postmodernism, a Lacanian perspective of public education would defy the current standardization of curriculum in the wake of No Child Left Behind (NCLB) mandates. Using Lacan, the author re-envisions public education as a process which encourages the distinctiveness of students, challenges normative assumptions about what a “good” student is, and demands that teachers facilitate student understanding of multiple truths but that teachers also engage in an honest reconstruction of history—one that acknowledges the brutality of conquest, the arrogance of imperialism, and the illusiveness/elusiveness of peace. Using the South African Truth and Reconciliation process as a framework, the author ends by constructing a model for public education which is grounded in “truth-telling” in public spaces, “witnessing” as a political practice, and educating as purposeful work. A Lacanian, post-formal curriculum, at its core, thus requires that we seek and identify truths, we work to become integrated beings by hearing the unconscious (that which we do not want to or cannot face), and that we educate for goodness and wholeness. This book is ultimately a call to re-envision the current public educational system in the U. S., a call to admit that it has inexcusably failed far too many children, and a call to construct entirely different possibilities.
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Lacan, Jacques, --- Psychoanalysis --- Psychology --- Psychology, Pathological --- Lacan, Jacques --- Lacan, Jacques, - 1901-1981 --- Lacan, Jacques, 1901-1981
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On définit volontiers une maladie mentale selon une nomenclature d'origine psychiatrique. Ainsi on parlera de psychose, de perversion ou de névrose. Or ce qu'on a découvert à partir de l'expérience de la psychanalyse, c'est la nouveauté de l'enseignement de Jacques Lacan lisant et relisant Freud. Ces trois nominations ont pris aujourd'hui une tout autre signification avec l'homme moderne né de la civilisation scientifique et technologique. En effet, la psychose ne désigne-t-elle pas ce qui peut advenir en chacun, en chacune d'entre nous, dans la mesure où les désirs sont à proprement parler fous ? La perversion si souvent nommée pour dénoncer les effets malfaisants d'un acte prétendument juste et bon, ne définit-elle pas ce qu'est la sexualité en tant que telle ? Quant à la névrose, si elle se perpétue plus que jamais en son versant obsessionnel, peut-elle encore qualifier l'hystérie dans la mesure où elle est la subversion des identifications normatives à la féminité ou à la virilité ? Enfin les témoignages des artistes, tels que James Joyce, Marguerite Duras, Camille Claudel, André Gide, Henry de Montherlant, n'ont-ils pas à enseigner la psychanalyse ? Autant de questions qui n'ont cessé d'interroger Lacan et de le mener à de nouvelles conclusions, à recueillir enfin aujourd'hui, vingt ans après sa mort.
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L'auteur dresse un bilan de la révolution lacanienne et l'apport de son école à la psychanalyse. Mais il propose aussi ses réflexions critiques, nourries par une longue pratique, sur les grandes questions de la psychanalyse : sa légitimité, son rôle social, son efficacité thérapeutique, son fonctionnement interne.
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This book presents an evolving Lacanian reading of the psychoanalytic theory of narcissism, of the phases within Oedipus, transference, and within different types of analytic treatments. Sexual difference between psychical masculinity and femininity is formulated as a negative dialectic: both sexes are not without having and not having the phallus across levels of logical organization and the three registers of experience. Many clinical examples and vignettes are offered to illustrate Lacanian theory, the permutations within sexuation, as well as the various principles of Lacanian clinical practice. The Lacanian multiform criterion for the practice of psychoanalysis is presented as an alternative to the post-Freudian notions of a standard frame, or a holding environment. The criterion extends the use of psychoanalysis to a larger group of clinical, socio-economic, and multicultural populations. Finally, the book explores the criteria used for the authorization of the analyst, and how supervision differs from analysis, and from the teacher-student and lover-beloved relationships.
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Ce philosophe lacanien propose avec ce dictionnaire un outil pour saisir, dans une approche conceptuelle, le système de pensée de Lacan.
Psychoanalysis --- Terminology --- Lacan, Jacques, --- Psychoanalysis - Terminology --- Lacan, Jacques, - 1901-1981
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