By Deborah P. Britzman
A startling examining of the academic company via a psychoanalytic lens.
Read or Download The Very Thought of Education: Psychoanalysis and the Impossible Professions PDF
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Extra info for The Very Thought of Education: Psychoanalysis and the Impossible Professions
Example text
As much as the field of teacher education represses this peculiar childhood of education, as much as those teaching in the university insist that teaching and learning are two different events, the repressed returns. The great repression of teacher education returns as paradox: newcomers learning to teach enter teacher education looking backward on their years of UNEVEN DEVELOPMENT 29 school experience and project these memories and wishes into the present that they then identify with as somehow an indication of what should happen or never happen again.
One curious turn concludes Freud’s essay on these two mental principles and, in my view, interferes with the essay’s circuitous meanings and Freud’s thinking about thinking. He leaves his study of the internal world to comment on the confl ict between art and education, as if to say the same dynamics of interiority repeat in the objects of perception, in our creative work, in our knowledge procedures, and in the institutions we place into the external world. Yet the repetition is never the same since our own self-difference cannot be completed by what we put into the world.
We glimpsed the internal resistance of psychoanalysts to their own knowledge through Anna Freud’s psychoanalytic education, when her teachers felt they needed to look down on her beginnings and where no matter how she expressed her interests, her teachers could only hear a child speak. This internal resistance to psychoanalysis forms the backdrop of chapter seven in which the drama of learning an impossible profession is staged and the question raised is whether any education can analyze is own unfolding.