We are living a particular moment of the multicultural and neo-liberal society where discourses advocate the imperative of jouissance (Lacan, 1972) and where organizational machines intend to regulate social ties in every detail (Gori & Del Volgo, 2009) to counter our sense of insecurity at the time of change. Our modernity is experiencing an exacerbated acceleration (Rosa, 2010) in a time characterized by a "movement without telos where the future appears infigurable and indeterminate" (Revault d'Allonnes, 2012, p. 123). 

On the occasion of this symposium, we would like to present how our researches and training experiences in the field of education in France, Italy and Luxembourg, lead us to question our relationship to norms, in relation to what Macherey calls the "new myths of normality" (Macherey, 2009). Is our relationship to norms another way of covering the hole of our anxiety about contemporary changes?

In the school field, we are witnessing the creation of increasingly specialized categories of children who are "not in conformity" with the new social expectations of "normality", supported by contemporary scientific discourses that aim to explain the causes and origins of this gap to norms. Educational policies take up these discourses, which are then used to produce standard devices for each category, with a protocol to follow. It is a process that risks supporting forms of standardization and disempowerment of teachers and educators, and that risks excluding the ability to meet and work with otherness.

These changes put us in a position of insecurity and, at best, research. The field of education is not exempt from this, and the function of teacher and educator is a huge challenge, especially today. In our research and training experiences, we meet educators or future educators in search of guidelines. The repeated requests for expertise, for "coaching", that they address to us, most often concern how to " deal with the other ", how to act with the otherness that is characteristic of any educational relationship (Pirone & Weber, 2018).

Based on the presentation of the results of our various research and teaching experiences that are part of the the Strategic Partnership Erasmus + (EducEurope),  we will try to show how educators formulate what we can define as an ethical need, and we will show how through our psychoanalytical approach in training, we try not to respond directly to this need, nor to transmit "good" principles and "good" practices. Rather, it is a question of transforming this need into an ever-open questioning that can support education professionals in the process of building an ethical and responsible posture, always to be reinvented, so that the articulation of desire with the Law (Lacan, 1960) remains an open question for the subject, beyond a categorical imperative (Kant, 1788).

Symposium Presentation

 Proposer: PIRONE Ilaria

Chairperson : GEFFARD Patrick (Senior lecturer, University of Paris 8) patrick.geffard@univ-paris8.fr

Discussant: HILBOLD Mej (Senior lecturer, University of Paris 8) mej.hilbold02@univ-paris8.fr

Contributors:

- WEBER Jean-Marie (Senior lecturer, ECCS, University of Luxembourg): Research within the framework of a university training for educational advisors: development of an ethical posture.

jean-marie.weber@uni.lu

- ORSENIGO Jole, (Researcher, University of Milano Bicocca, Italie):Desire is an ethical question, also for who forms.

jole.orsenigo@unimib.it

- PIRONE Ilaria (Senior lecturer, CIRCEFT-CLEF, University of Paris 8, France): Teaching psychoanalysis at university: a challenge for educational practice as an act of hospitality.

Ilaria.pirone@univ-paris8.fr

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