ror.org/033003e23
Résumés
Abstract
Taking Marcel Proust’s In Search of Lost Time (À la recherche du temps perdu) as a literary vehicle, this article uses a psychoanalytic lens to examine the problem of what to do with our desires in the philosophy of education. The article describes an apprenticeship, a personal process of learning in which an ethical rapport with desire can be established. Apprenticeship entails a temporal relationship called “afterwardsness” (Nachträglichkeit), in which the subject constructs the truth of its desires in hindsight. This result can only be achieved by first failing to see the possibility of attaining the object of desire and then eventually coming to understand the nature of desire in general. While others have framed the relationship between desire and education in terms of either fulfilling one’s desires or questioning their desirability, we argue that a more lasting ethical attunement to desire can be found via an apprenticeship in failure.
Parties annexes
Bibliography
- Alcorn, M. W. 2010. “The desire not to know” as a challenge to teaching. Psychoanalysis, Culture & Society 15(4), 346–360.
- Aldridge, D., & Lewin, D. (2019). Introduction: Love and desire in education. Journal of Philosophy of Education, 53(3), 457–459.
- Atay, H. D. (2013). “Passionate ignorance”: Literary and pedagogical implications of Lacan’s style. Other Education: The Journal of Educational Alternatives, 2(2), 90–112.
- Beistegui, M. de (2012). Proust as philosopher: The art of metaphor. Routledge.
- Beistegui, M. de (2018). The government of desire: A genealogy of the liberal subject. University of Chicago Press.
- Berry, M. D. (2008). Andragogical epistemology and the Lacanian discourse of the hysteric: Learning through trauma, trauma through learning. Philosophical Inquiry in Education, 17(2), 3–16.
- Bersani, L. (2015). Marcel Proust: The fictions of life and of art. 2nd ed. Oxford University Press.
- Biesta, G. (2014). Cultivating humanity or educating the human? Two options for education in the knowledge age. Asia Pacific Education Review. 15, 13–19.
- Biesta, G. (2017). The rediscovery of teaching. Routledge.
- Biesta, G. (2019). What kind of society does the school need? Redefining the democratic work of education in impatient times. Studies in Philosophy and Education, 38(6), 657–668.
- Biesta, G. (2020). Can the prevailing description of educational reality be considered complete? On the Parks-Eichmann paradox, spooky action at a distance and a missing dimension in the theory of education. Policy Futures in Education, 18(8), 1011–1025.
- Biesta, G. (2022). World-centred education: A view for the present. Routledge.
- Britzman, D. P., & Pitt, A. J. (1996). Pedagogy and transference: Casting the past of learning into the presence of teaching. Theory into Practice, 35(2), 117–123.
- Deleuze, G. (2000). Proust and signs. Athlone Press.
- Dirkx, J. M. (2012). Nurturing Soul Work: A Jungian approach to transformative learning. In E. W. Taylor & P. I. Cranton (Eds.), The handbook of transformative learning: Theory, research, and practice (pp. 116–130). San Francisco: Jossey-Bass.
- Eickhoff, F. W. (2006). On Nachträglichkeit: The modernity of an old concept. International Journal of Psychoanalysis, 87(6), 1453–1469.
- Fink, B. (1995). The Lacanian subject: Between language and jouissance. Princeton University Press.
- Forrest, K. (2020). The problem of now: Bernard Stiegler and the student as consumer. Educational Philosophy and Theory, 52(4), 337–347.
- Freud, S. (1950). A project for a scientific psychology. Standard edition, vol. 1, pp. 283–387: Hogarth Press.
- Freud, S. (1955). From the history of an infantile neurosis. Standard edition, vol. 17, pp. 3–123: Hogarth Press.
- Garrett, H. James. (2013). Before, after, in and beyond teacher education. Teachers and Teaching, 19(6): 647–659.
- Green, S. (2017). Lacan: Nachträglichkeit, shame and ethical time. In L. Hinton & H. Willemsen (Eds.), Temporality and shame (pp. 74–100). Routledge.
- Hoy, D. C. (2009). The time of our lives: A critical history of temporality. MIT Press.
- Johnston, A. (2005). Time driven: Metapsychology and the splitting of the drive. Northwestern University Press.
- Joldersma, C. W. (2020). The moment of study in learning that resists neoliberalism: Body gesture, time, and play. Philosophical Inquiry in Education, 27(1), 14–30.
- Kubala, R. (2016) Love and transience in Proust. Philosophy, 91(4), 541–557.
- Kucukaydin, I., & Cranton, P. (2013). Critically questioning the discourse of transformative learning theory. Adult Education Quarterly, 63, 43–56.
- Lacan, J. (1977). The four fundamental concepts of psycho-analysis. London: Hogarth Press.
- Lacan, J. (1988). Logical time and the assertion of anticipated certainty: A new sophism. Newsletter of the Freudian Field, 2(2), 4–22.
- Lacan, J. (2001). Écrits: A selection. Routledge.
- Lacan, J. (2019). Desire and its interpretation: The seminar of Jacques Lacan – book VI. Polity.
- McGowan T. (2004). The end of dissatisfaction: Jacques Lacan and the emerging society of enjoyment. Albany: SUNY Press.
- McGowan, T. (2013). Enjoying what we don’t have: The political project of psychoanalysis. Lincoln: University of Nebraska Press.
- McGowan, T. (2016). Capitalism and desire: The psychic cost of free markets. Columbia University Press.
- Moretti, F. (2000). The way of the world: The bildungsroman in European culture. Verso.
- Pippin, R. (2005). The persistence of subjectivity: On the Kantian aftermath. Cambridge University.
- Peters, M., Marshall, J., & Fitzsimons, P. (2013). Managerialism and educational policy in a global context: Foucault, neoliberalism, and the doctrine of self-management. In N.C. Burbules & C. Alberto Torres (Eds.), Globalization and education (pp. 109–132). Routledge.
- Petry, P.P., & Hernández, F. H. (2010). Jacques Lacan’s conception of desire in a course on psychology of art for fine arts students. Visual Arts Research, 36(2), 63–74.
- Proust, M. (2003). In search of lost time: The complete masterpiece. Modern Library.
- Rorty, R. (2001). Redemption from egotism: James and Proust as spiritual exercises. Telos: Revista de Estudios Interdisciplinarios En Ciencias Sociales, 3(3), 243–263.
- Ruti, M. (2009). A world of fragile things: Psychoanalysis and the art of living. State University of New York Press.
- Saari, A. (2022). Topologies of desire: Fantasies and their symptoms in educational policy futures. European Educational Research Journal, 21(6), 883–899.
- Samiei, C. (2018). Special issue guest editorial: Literary visions-exploring education through the lens of literature. Other Education: The Journal of Educational Alternatives, 7(2), 3–7.
- Smeyers, P. (2012). Chains of dependency. Journal of Philosophy of Education, 46, 177–191. https://doi.org/10.1111/j.1467-9752.2012.00845
- Stiegler, B. (2010). Taking care of youth and the generations. Stanford University Press.
- Sun, C.Y. (2019). The virtues of unfulfilment: Rethinking eros and education in Plato’s Symposium. Journal of Philosophy of Education, 53(3), 491–502.
- Värri, V. M. (2018). Kasvatus ekokriisin aikakaudella. Vastapaino.
- Zembylas, M., (2007). Risks and pleasures: A Deleuzo-Guattarian pedagogy of desire in education. British Educational Research Journal, 33(3), 331–347.
- Zembylas, M. (2013). Critical pedagogy and emotion: Working through “troubled knowledge” in posttraumatic contexts. Critical Studies in Education, 54(2), 176–189.
- Žižek, S. (1989). The sublime object of ideology. Verso.
- Žižek, S (1999). You may! London Review of Books, 21(6). https://www.lrb.co.uk/the-paper/v21/n06/slavoj-zizek/you-may!
- Žižek, S. (2005). How to read Lacan. Granta.
- Žižek, S. (2006). The parallax view. MIT Press.
- Žižek, S. (2012). Less than nothing: Hegel and the shadow of dialectical materialism. Verso Books.
10.7202/1072426ar