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Dmitry Uzlaner

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

Richard Boothby

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

Jacques Lacan and Education

A Critical Introduction


Donyell L. Roseboro

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.

Tzahi Weiss

© Koninklijke Brill NV, Leiden, 2009 JJTP 17.1 Also available online – 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 [1998] . 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


Hans-Dieter Gondek

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