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Reading Lacan with *education: App...

Briton, Derek.

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Reading Lacan with *education: Applications, implications, possibilities.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Reading Lacan with *education: Applications, implications, possibilities./
Author:	Briton, Derek.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2000,
Description:	208 p.
Notes:	Source: Dissertation Abstracts International, Volume: 62-05, Section: A, page: 1770.
Contained By:	Dissertation Abstracts International62-05A.
Subject:	Educational philosophy. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NQ59567
ISBN:	9780612595675

Reading Lacan with *education: Applications, implications, possibilities.
Briton, Derek.

Reading Lacan with *education: Applications, implications, possibilities. - Ann Arbor : ProQuest Dissertations & Theses, 2000 - 208 p.

Source: Dissertation Abstracts International, Volume: 62-05, Section: A, page: 1770.

Thesis (Ph.D.)--University of Alberta (Canada), 2000.

This dissertation explores the implication of Lacanian psychoanalytic theory in pedagogic practice. It was inspired by the cultural commentaries of Slavoj Zizek's (1989) remarkable The Sublime Object of Ideology and the pedagogical insights of Shoshana Felman's (1987) ovarian "Psychoanalysis and Education: Teaching Terminable and Interminable." It proceeds as an exploration of, and investigation into, the political, social, and cultural contexts of education, treating issues of policy, learning, teaching, identity formation, and curriculum; it goes on to explain why psychoanalytic knowledge is of a peculiar sort---why it cannot, for example, simply be acquired, exchanged, or transmitted, why it must be exercised or put to work. It reveals how analytic learning is predicated on an act of transference or trust, and how Lacanian psychoanalysis challenges the very foundation of the Western Humanist Tradition---the centered, rational subject---but, contrary to popular belief, grounds knowledge in the subject itself. It explains why psychoanalytic learning is what occurs in the pursuit of psychoanalytic knowledge, not its understanding, why "things fall into place" for the learner once understanding is bracketed, why psychoanalytic learning makes no sense from the perspective of traditional conceptions of "knowledge," "understanding," and "learning," and why, from a Lacanian perspective, to truly know, to truly understand, to truly learn, one has to give up, or at least bracket, one's conventional notions of knowledge, understanding, and learning. In sum, the dissertation invites educators to join it in the pursuit of its own truth, of its goal, its thesis that a minimal, even flawed, knowledge of Lacan can be put to work in various educational contexts to gain greater insights into some of education's most perplexing problems.

ISBN: 9780612595675Subjects--Topical Terms:

3173367
Educational philosophy.

Reading Lacan with *education: Applications, implications, possibilities.
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245 1 0 $a Reading Lacan with *education: Applications, implications, possibilities.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2000
300 $a 208 p.
500 $a Source: Dissertation Abstracts International, Volume: 62-05, Section: A, page: 1770.
500 $a Advisers: Raj Pannu; Terrance Carson.
502 $a Thesis (Ph.D.)--University of Alberta (Canada), 2000.
520 $a This dissertation explores the implication of Lacanian psychoanalytic theory in pedagogic practice. It was inspired by the cultural commentaries of Slavoj Zizek's (1989) remarkable The Sublime Object of Ideology and the pedagogical insights of Shoshana Felman's (1987) ovarian "Psychoanalysis and Education: Teaching Terminable and Interminable." It proceeds as an exploration of, and investigation into, the political, social, and cultural contexts of education, treating issues of policy, learning, teaching, identity formation, and curriculum; it goes on to explain why psychoanalytic knowledge is of a peculiar sort---why it cannot, for example, simply be acquired, exchanged, or transmitted, why it must be exercised or put to work. It reveals how analytic learning is predicated on an act of transference or trust, and how Lacanian psychoanalysis challenges the very foundation of the Western Humanist Tradition---the centered, rational subject---but, contrary to popular belief, grounds knowledge in the subject itself. It explains why psychoanalytic learning is what occurs in the pursuit of psychoanalytic knowledge, not its understanding, why "things fall into place" for the learner once understanding is bracketed, why psychoanalytic learning makes no sense from the perspective of traditional conceptions of "knowledge," "understanding," and "learning," and why, from a Lacanian perspective, to truly know, to truly understand, to truly learn, one has to give up, or at least bracket, one's conventional notions of knowledge, understanding, and learning. In sum, the dissertation invites educators to join it in the pursuit of its own truth, of its goal, its thesis that a minimal, even flawed, knowledge of Lacan can be put to work in various educational contexts to gain greater insights into some of education's most perplexing problems.
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