This paper is the author’s first attempt to engage in a theoretical discussion on the process of formation of the sense of ‘self’ by young people and to consider its implications for education.  Drawing on Butler’s conceptualisation of subjectification and on Lacanian ontology, the paper follows the suggestion that the formation of individuality is based on a process of constant differentiation of the subject from normative forms of social existence performed by other subjects.  The discussion is developed following a path similar to the one paved by Zizek, leading to the conceptualisation of the subject as a ‘void’ (Myers, 2003) through a process of multiple negations.

Lacanian psychoanalytic theory identifies the formation of the sovereign subject in the passage from a conception of the world as one indissoluble entity to the development of the awareness of the self as a distinct subject through its identification with its reflection (mirroring) (Lacan, 1977). Therefore, Lacan views the foundation of the sovereignty (as potentiality) and the instigation of self-awareness as inseparably linked to the construction and existence of the Other. Lacan suggests that this process is repeated through life echoing the Heideggerian view of autonomy as a process based on a continuous separation from the Other (Heidegger, 1962).

Butler’s suggestion about the formation of the subject through disavowals of dependencies (Butler, 1997) seems to share the Lacanian view of the separation and differentiation as the key process in the pursuit of autonomy and of the formation of the subject. Butler suggests that the subject is established through its recognition and that the recognition is the outcome of the disavowal of dependency and the resistance to the social powers that dominate it.  Viewed from such an angle, autonomy (and therefore subjectivity) for Butler is always externally defined and illusory (Butler, 1997; 2004).

The author adopts this understanding of the instigation of the existence of the subject as external to itself and the seeking of its sovereignty as a process of constant differentiation from others while he approaches differentiation as conceptually interlinked with Butler’s conception of resistance to social powers. He also adopts Lacan’s suggestion about the subject’s continuous engagement in this process but he argues that at particular periods of personal development humans are engaged intensively with the construction (and abolishment) of subjectivities and, by critically revisiting Erikson’s theory of psychosocial development (Erikson, 1963; 1980) he suggests that at least one such period coincides with adolescence. During that period individualities are often fervently per-formed and eradicated in a series of ‘trials of social existence’. The social learning that is achieved within that period should familiarise the performers with the temporary, intersubjective and possibly illusory nature of individuality.

Butler, J (1997) The psychic life of power. (Stanford, CA, Stanford University Press Butler, J. (2004) Precarious life. The Powers of Mourning and Violence. London, Verso Erikson, E. (1963) Childhood and Society. New York & London: W.W. Norton & Co Erikson, E. (1968) Identity: Youth and Crisis. New York & London: W.W. Norton & Co Heidegger, Martin (1962) Being and time. Translated by John Macquarrie & Edward Robinson. Oxford: Blackwell Lacan, J. (1977) Ecrits: A selection. London: Tavistock Myers,T. (2003) Slavoj Žižek. London & New York: Routledge