ascertain (1) what constitutes the religious subject as seen through the lens proposed by Jacques Lacan and (2) how this psychoanalytic lens can enrich sociological research of religion. It does not attempt to develop or specify any tenets of the French psychoanalyst’s extraordinarily complex system. Rather
You are looking at 1 - 10 of 458 items for :
- All: "Jacques Lacan" x
Heideggerian Psychiatry? The Freudian Unconscious in Medard Boss and Jacques Lacan RICHARD BOOTHBY, Loyola College ABSTRACT This paper examines Medard Boss's rejection of the Freudian unconscious. Boss's position is criticized for its failure to do justice to the clinical relevance of the
A Critical Introduction
Donyell L. Roseboro
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.
© Koninklijke Brill NV, Leiden, 2009 JJTP 17.1 Also available online – brill.nl/jjtp DOI: 10.1163/147728509X448993 ON THE MATTER OF LANGUAGE: THE CREATION OF THE WORLD FROM LETTERS AND JACQUES LACAN’S PERCEPTION OF LETTERS AS REAL Tzahi Weiss* Abstract Jewish texts from Late Antiquity, as well
Marian Tim Armbruster
Naumann. Gießen : Psychosozial . Lacan , Jacques ( 2006 ): Das Seminar. Buch V. Die Bildung des Unbewussten  . Aus dem Französischen von Hans-Dieter Gondek. Wien : Turia+Kant . Lacan , Jacques ( 2014 ): Das Seminar von Jacques Lacan. Buch IV. Die Objektbeziehung 1956–1957 [1994
David Tugwell and A.M. Etkind
A. M. ETKIND JACQUES LACAN AND MIKHAIL BAKHTIN: HOPES FOR A DIALOGUE Perceived from without, Lacan appears as a charismatic figure engender- ing a separate stream of discourse which has little in common with other streams of thought and is difficult to translate into other languages, either
Robert J. Myles
precisely this sense: the onion metaphor is indeed a nutritious one. There are various layers that coalesce around the kernel of an inaccessible Real Jesus who ultimately drives our libidinal or instinctual yearnings to ‘quest’ for him. In his first seminar, the French psychoanalyst Jacques Lacan observed