Education and Psychoanalysis
Fragmentation and instability of links are today encountered in many domains. Education has to face the dilemma of the necessity of making connections, especially between generations and communities, in the context of mistrusts and unbindings.
In a psychoanalytically oriented approach, the idea of ‘reconnection’ invites us to question the process of linking and ‘unlinking’ in educational and training relations. In this special call, we focus on research trying to enlighten how movements of binding and unbinding may be strong issues in education. The arising questions can be answered considering relations between different ‘communities’: groups of professionals, teachers and students, cultural communities, etc.
For the third year in a row, network 13 ‘Philosophy of education’ will nest a group working on ‘Education and Psychoanalysis’. Those researchers explore the nexus between Education and Psychoanalysis, including an exploration of the research methods and theoretical frameworks at stake within Education and the Psychoanalytic approach. The key objective of this network in the making is to facilitate relations, exchanges and meetings between researchers who focus on the psychosocial effects of the unconscious. The network will connect researchers who work specifically on education and training within an approach taking into account the unconscious psychic processes. Clinical practices exist in educational research, different from what is conducted in the therapeutic field. Clinical refers to an approach where the researcher tries to understand teaching and training practices by assuming that they are not reduced to overt behaviour and rational actions, but partly governed by the unconscious, in the Freudian sense.
Submissions may take into account works enlightened by psychoanalytical approach in various fields:
- developments in society (Freud, Honneth, Zizek),
- Institutions and Education (Bernfeld, Castoriadis, Fenichel),
- psychosocial development in a psychoanalytical perspective (Erikson),
- affects and emotions (Bronstein & O’Shaughnessy, Green, Klein, Solm,)
- subjectivation process (Bion, Lacan),
- methodology of research (Devereux, Erdheim).
The general call mentions ‘fractures’ and ‘fragmentation’ in Europe. There is a clinical way to think about the links between the conception of a ‘divided subject’ (Lacan, 1960) and a ‘fragmented world’ (Castoriadis, 1990; Honneth, 1995) or ‘liquid modernity’ (Bauman, 2000).
The questions on binding/unbinding in psychical processes appear in Freud’s earlier works (Entwurf einer Psychologie, 1895-1896) and have since been the subject of many developments. Proposals to come in the special call will be dedicated to the challenges at stake when the focus is on linking or attacks on linking (Attacks on Linking Revisited, 2017) in educational or training situations:
- Even if the concept of ‘community’ doesn’t seem to be very common in the psychoanalytic field: What can be understood through the concept of community in research carried out in a psychoanalytical approach?
- ‘Reconnecting communities’ could be understood as binding (or unbinding) between different forms of ‘communities’, i. e. Teachers and Psychoanalysts, etc.
- Connecting communities of researchers leads to the question of translation. How to connect each other with different languages and between non-native English speakers?
We welcome proposals clearly referred to psychoanalysis in educational research. The communications being 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 a 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.
We invite individual authors to get in touch with contact persons before submitting: connections with other members of the network could be proposed in the perspective to build a symposium or enter one.
Bauman, Z. (2000). Liquid modernity. Oxford: Polity Press.
Bronstein, C. & O’Shaughnessy, E. (eds) (2017). Attacks on Linking Revisited. A New Look at Bion’s Classic Work. London: Karnac Books.
Castoriadis, C. (1990/1997). World in Fragments: Writings on Politics, Society, Psychoanalysis, and the Imagination. Stanford: University Press.
Freud, S. (1895-1896). Entwurf einer Psychologie. In G. W. Nachtragsband (p. 375 sq). London: Imago Publishing Co.
Honneth, A. (1995). The Fragmented World of the Social. New York: State University of New York Press.