This paper proposes a theoretical reflection on the challenges posed to education by the subjective and social effects of new cultural products based on the new digital technologies of information and communication. If the new technical devices carry new potentialities, the very ephemeral, contradictory and strongly changing nature of the contents conveyed by these devices exposes particularly the young subject to strong psychic instabilities. I will address more specifically the problem of the current semiotic conditions of media diffusion of violent images and the social and subjective conditions of their reception by the young subject in the intimate and social scenes that touch the borders of the educational scene. Beyond the problem posed by violent images in particular, there first arises the problem of the mechanisms and the destinies of the image in the psychic life of the subject. For the objectified image meets the process of formation and destinies of the psychic image of the subject. I will analyze in particular the structure of the scopic scene induced by the media image today and the way in which this scene captures the scopic drive in the subject, thus entering into his psychic economy. Finally, I will address the social conditions (relationship to the other) and symbolic (signifying articulation) which are indispensable for the possible psychic elaboration of the image. Admittedly, as a sign, the media image does not induce effects in a simple causal manner; but to minimize or neglect its impact on the social and subjective processes amounts to ignoring not only the problems actually observed, but also to deny that the human being, as a subject, is constituted in connection with the technical devices and the external signs which populate his everyday world at each time. These devices and these signs solicit the subjective body of drives through which they modify the unconscious psychic life in terms of representation and affect. The concepts of subject, sign, semiotic articulation, drive, narcissism and trauma will structure this communication.

Education today faces increased exposure of students to fragmented, multiple and floating images, particularly violent images. I will focus my communication on the subjective impact of the media spreading of images of violence that fascinate the adolescent public, who has access to these images through digital devices like the computer and mobile phone connected to the web. It follows that in the face of the disturbances of subjective construction and the mutations of the social bond associated with the constant, massive and unstable circulation of media images, education is today more than ever confronted with the problem of instituting symbolic mediations which allow the young subject in formation to establish a relationship to the image that is not dual, fusional and unthought. Education is this fundamental social and cultural scene whose function is to institute a mediation between the psychic affective life of the young subject and the constraints of reality that he must face in order to assume his drives by symbolizing and sublimating them in the social space. In this sense, the educational scene partially overlaps with other social scenes and its major subjectivizing issue is to establish cultural and intersubjective mediations to allow the young subject to construct internal objects from external objects, in order to give different destinies to the subjective tensions that he experiences.

This presentation is based on a review of the scientific literature and a documentary analysis. Studies from different approaches have been devoted to the effects of digital transformations on education, but have not always been clearly articulated with the clinical reflections of psychoanalysis on the formation of the subject of the unconscious, with particular reference to the fonction of the image. I will refer in my presentation to an analysis of the characteristics of two types of violent media images that are viewed by adolescents and young adults (television series and jihadist propaganda). Also, I will analyze the role of the image in the particular phenomenon of "Columbiners" in the United States, these young people of the same age group (around the age of 20) who committed "copy-cat shoots" for twenty years. My field experience also nourishes this reflection on the image: my observation of educational situations in schools in the Paris region in France, in the research on the uses of new technologies introduced in artistic pedagogies adapted to specific needs.

-Psychic image and objectified image. The non externalised preconscious and unconscious psychic image is a generally wandering and obsessive image (mechanism of repetition) which remains in suffering of sense. The objectified image on a support penetrates the psyche by the gaze and comes to give consistency to a haunting psychic image. -Traumatic and narcissistic images. Two types of violent images are addressed today to the young subject by media productions: on the one hand, traumatic images that aim to put the viewer in a sustained or repeated situation of anguish ; on the other, images of narcissistic idealization and reparation where the viewer can recompose an ideal self adorned with an unreal and powerful body. -The psychic mechanisms by which the violent image, through the means of media diffusion, reaches the subject are the experience of the mirror and the montage of drives’ circuit. The circuit of scopic drive is completed in the experience of the mirror, on which the formation of the ego and the secondary narcissism of the subject is based. Four fundamental elements are related in the experience of the mirror that comes to complete the scopic drive: the subject; the image to which he identifies; the other-third who looks at the subject looking at himself; the signifier (and the discourse). The objectified images on support, the discourses and the spectators thus enter occupy these essential places. In this sense, the discourse of the Other who looks the subject to look at the image, acquires an essential function in the possible destinies of the identificatory relation that the subject establishes with the image. It is to the implementation of this work of articulation of the image to the discourse in the subjective experience that the educational scene must contribute in a fundamental way.

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