Reading, Creativity and the Subject

Author(s):

Bosse Bergstedt

Conference:

ECER 2008

Network:

13. Philosophy of Education - Standard submissions

Format:

Paper

Session Information

13 SES 03B, Postmodern Perspectives on Education

Paper Session

Time:

2008-09-10

14:00-15:30

Room:

B3 336

Chair:

Zdenko Kodelja

Contribution

Taking Jacques Lacan’s theory as a starting point it is discussed how the subject can become activated during the processes which are involved in reading and writing texts. How is it possible to circumvent the ego’s production of meaning? How can we elicit the subjects speech? What does this mean for our understanding of creativity? Lacans theory can enable and understanding the subjects importunes when considering the creating of meaning. This theory is theory is a complementary theory to Derridas theory of deconstruction and Barthes theory of creating meaning in a literary text. It has been shown that a detail creating breaks and turning points in a text can be of special importance when it comes to widening the ego’s conscious production of knowledge. What happens when the ‘detail’ is made to cover object a ( the object of desire in Lacanian theory)? The desire for knowledge and meaning wants us to know what lies behind the detail. But since the detail does not symbolize anything other than a movement in the text it can not give meaning per se. It does however set creativity and language in motion and can therefore contribute to eliciting the subjects speech. When we discover how this works we can use this practically in pedagogy! The relationship between reading and creativity has it's foundations in the unconscious subject. Details and breaks in any given text will enable us to experience new dimensions in our relationship to the text. An understanding of this process will enable the creation of new methodologies and a different approach to the relationship between reading and creativity than is currently apparent in the classroom.

Expected Outcomes

The relationship between reading and creativity has it's foundations in the unconscious subject. Details and breaks in any given text will enable us to experience new dimensions in our relationship to the text. An understanding of this process will enable the creation of new methodologies and a different approach to the relationship between reading and creativity than is currently apparent in the classroom.

References

Barthes, R(1967). Système de la mode. Paris:Seuil Barthes, R (1986). Det ljusa rummet:tankar om forografiet. Stockholm. Alfabeta. Derrida,J (1970): Om grammatologi. Viborg:Arena (Orginalupplaga 1967). Derrida, J (1986). Memories for Paul de Man. New York: Columbia. Univ. Press. Engdahl, H (1988). Om uppmärksamheten. Lund: Tegnérsamfundet. Engdahl, H (1992). Stilen och lyckan:essäer om litteratur. Stockholm Bonnier. Felman, S(Ed.). (1978). Literature and psychoanalaysis:the question of reading:otherwise. New Haven:Yale university. Foucault, M (1973). Vansinnets historia under den klassiska epoken. Stockholm: Aldus/Bonnier. Hauge, Hans (1995). Den litterara vending:dekonkonstruktiv videnskabsteori. Århus: Modtryck. Heidegger, Martin (1981). Varat och tiden. Lund:Doxa. Kemp, P (1990) Döden och maskinen:en introduktion till Jacques Derrida. Stockholm: Stehag. Lacan, J (1989). Écrits: Spegelstadiet och andra skrifter. Stockholm:Natur och Kultur. Reeder,J (1988). Tala/lyssna. Stockholm/Lund:Symposion. Reeder,J (1990). Begär och etik: om kön och kärlek i den fallocentriska ordningen. Stockholm. Symposion. Zizek, S (1996). Njutandets förvandlingar:sex essäer om kvinnan, kulturen och makten. Zizek, S (2001). Ideologins sublima objekt. Uddevalla:Gläntan. Lacan, Book I, ed Jacques-Alain Miller, trans with notes John Forrester, WW Norton & Company, New York London,1991

Author Information

Bosse Bergstedt

Lunds University

Depratment of Education

Lund

186

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