NW 13 Philosophy of Education - Education and Psychoanalysis. Clinical Research in an Era of Risk

Title
Education and Psychoanalysis. Clinical Research in an Era of Risk

Abstract
Uncertainty and instability are common markers of our era in many domains. Education often has to face the dilemma of trying to work for the future while many threats are at stake. In this special call, we focus on research trying to enlighten the relationship between contemporary changes leading to a more insecure world and the way actors of Education, students as well as teachers, deal with the risks they face. For instance, in a psychoanalytically oriented approach, the idea of ‘risk’ invites us to question the work of the death drive in education, generally ignored or repressed in a field very often considered as being on the side of life and self-preservation instincts. We are more specifically expecting proposals to deal with the effects of clinical devices set up for educators, studies on teaching situations in an uncertain environment and the consequences of the social mutations on subjectivity.

The Call
For the second year in a row, network 13 ‘Philosophy of education’ accepted to nest a group of researchers working on ‘Education and Psychoanalysis’. This group explores the nexus between Education and Psychoanalysis, including an exploration of both the research methods and theoretical frameworks that are at stake within Education and the Psychoanalytic approach. The key objective of this new network will be to facilitate relations, exchanges and meetings between European researchers who focus on the psychosocial effects of the unconscious on a consideration of Education that is life-wide and lifelong. The network under construction will connect researchers who work specifically on education and training within a clinical approach taking into account the unconscious psychic processes. In the field of educational research, clinical practices exist, different from what is conducted in other fields like psychology for instance. The term clinical refers to an approach where the researcher tries to understand teaching and training practices by assuming that they are not reduced to only overt behaviour and rational actions, but that they are partly governed by the unconscious, in the Freudian sense.

After a first step in Bolzano (ECER 2017) with a session in Network 13, we propose a second step with this special call and the organization of symposia dedicated to research enlightening educational or training situations subject to different risks related to the social and historical context from a psychoanalytical-oriented approach. On ECER 2019 Theme – Education in an Era of Risk; the Role of Educational Research for the Future – our approach has something to say. There is quite a lot of research that has introduced the issue of risk and explored it in regard to education (e.g. Beck, Giddens, Bauman…). The general call mentions that ‘our globalised, rapidly changing world is increasingly perceived as risky and unstable’. In the context of uncertain and unstable social and political situations, what are the psychic dynamics at work regarding the processes of subjectivation?

Considering ‘Education and its discontents’ as it seems to appear today:

  • What are the consequences of the social changes in educational relations and within Educational organizations?
  • What can we learn from clinical research on current developments in teachers and educators training?
  • What are the current modes of attacking or building the subjective links between subjects in educational situations?
  • Which devices seem likely to support a ‘good enough’ subjective positioning for the educators as for the people in formation?
  • What perspectives can clinical research open for the future of educational, educational and training institutions?

We welcome proposals clearly referred to psychoanalysis in educational research. As the communications will be presented within Network 13, a link with issues, themes or theoretical approaches that are germane to philosophy and/or philosophy of education is strongly recommended.

We encourage authors to consider the variety of submission formats, including symposia, papers and posters that deal with the above-mentioned topics. We particularly invite symposia presenting research and debate from at least three European countries. We remind authors they will have to indicate a second EERA Network in case of redirection.

Contact person(s)
Arnaud Dubois arnaud.dubois(at)u-cergy.fr
Patrick Geffard patrick.geffard(at)univ-paris8.fr