Comments on Psychoanalysis and Pedagogy

Chiming into a fascinating arc concerning pedagogy and psychoanalysis, starting first over at Spurious and continuing at Larval Subjects, I was caught by a superb comment made by Dr. Sinthome. It doesn’t have a singular effect, but a number of thought-provoking moments, which I’d like to respond to here.

The way in which the analyst comports himself towards the analysand resembles the way in which Socrates comported himself towards his interlocutors. Socrates’ interlocutors always manifest the quality of hubris in that they take themselves to be masters of what they’re saying, and to have knowledge of something in particular. Because these subjects take themselves to be complete they are unable to think or learn, for why would someone think or learn if they did not experience themselves as lacking? Just as we do not eat when we’re full, we do not think when we experience ourselves as being complete. Socrates’ strategy is to alienate these subjects from themselves, revealing that they do not know what they think they know. In this, perhaps, they will begin to pursue what they lack. Socrates is thus a sort of Lacanian analyst.

This reminded me of a short Buddhist parable. A farmer had traveled far to meet the Buddha, and explained to him that he had problems that he was promised could be availed by the Buddha’s teachings. The Buddha remained silent. After a moment, the farmer just went into listing his problems– lousy crops, disrespectful children, nagging wife, etc– while the Buddha said not a word. The man hesitated, but then asked the Buddha how to get rid of these problems. The Buddha remained silent. The man began to get angry, and said he was told the Buddha expounded great teachings that would solve everything. The Buddha then spoke, saying that everybody has problems—83 different kinds to be exact, only one or two of which with great concentration may in a lifetime be overcome—and that his teachings would not solve this man’s problems. The farmer, now furious, interrupted him and angrily lamented his even coming; that the Buddha’s teachings were supposed to be great, and apparently are no good to him. The Buddha, while not interrupting, quickly responded that his teachings would be good for the 84th problem this man suffers. The man calmed down again– what’s the 84th problem? The Buddha said with tone of missed-obviousness: you want to have no more problems.

What I struck me the most in this parable, which I heard elsewhere before, but recently saw in Steve Hagen’s “Buddhism: Plain and Simple,” is the uninterested and yet serious position the Buddha takes. What is important is not addressing the farmer’s problems per se, but bringing him back to see that he glossed over his real problem. While not attacking hubris in the same way as Socrates, what is criticized is the assumed clarity to our own self-consciousness. What’s more is that the Buddha’s invitation to consider the 84th problem is analogous to the analyst taking up the position of the unconscious formation of this man’s Real problem.

As for the issue of abdicating the position of the master, that is far more difficult. A number of professors I know take strong positions in the classroom. I think this is a mistake, as it situates you in the position of the master. Instead, I strive to make my position as indeterminate as possible, arguing now this case, now that case, without ever revealing which case I advocate. When I teach Nietzsche I’m passionately Nietzschean. When I teach Augustine, I’m passionately Augustinean. When I teach Kierkegaard, I strive to completely advocate for the knight of faith, only to turn around the following week and advocate for Sartre’s heroic atheism. In short, I refuse to endorse any position or reject any position, returning the question to my students whenever they ask me which position is right.

This little gem stuck out magically, but what follows in the comment that follows is typical: “I also like your ’schizophrenic’ teacher/master, who adopts/simulates all roles to create a post-identity form of teaching in the favour of becoming multiple.” This is a mistake, and I’d like to consider why.

The multiplicity explicit in how Sinthome describes his technique is not the point to why he does it. That little bit I have in bold crumbles this, because in refusing to accept or reject any position, he is not making a gesture towards multiplicity, which still pre-supposes (imaginary) identities. In the last paragraph (p. 276) of The Four Fundamental Concepts of Psycho-analysis Lacan, speaking of the analyst’s desire, says

It is a desire to obtain absolute difference, a desire which intervenes when, confronted with a primary signifier, the subject is, for the first time, in a position to subject himself to it.

In this sense, what Sinthome suggests he is doing in the classroom is intervening in any imaginary identification with any of the apparent positions he may take. They are not the point though. The primary reason they even come close to that is because a class is always about some subject, and it is inevitable that a position is taken. The trick is in taking a position that at the same time, in the same gesture evinces what (that there is) is lacking in it.

3 thoughts on “Comments on Psychoanalysis and Pedagogy

  1. Hi,

    I’d like to defend my labelling of Larval’s ‘schizophernic’ teaching method. I’d admit that that maybe post-identity is not the correct word, but i feel this teaching method adopts a schizophernic technique through an experimentation of depersonalisation, which verges on simulation. Each lesson becomes a simulacra of Hegalianism, Marxism, Deleuzianism…which stands for its difference before its resemblance.
    Its depersonalisation as it is not aimed at extending master/teachers views of the philosophers, but tries to experiment with different styles, which opens both the teacher and class to be affectted by these philosophers.
    In terms of my post-identity remark, i meant it in the sense that the students would be unable to figure out the (‘real’) identity of their teacher as the teacher simulates different roles, views, and positions in different seminars.

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