Pedagogy and Clinical Knowledge: Some Psychoanalytic Observations on Losing and Refinding Significance.
The article discusses issues related to trauma and learning in psychoanalysis. According to the author, learning and trauma work as deferred action, sliding between external and internal events, eluding yet marking both. The qualities of trauma and the qualities of learning converge. If trauma is th...
| Publicado en: | JAC: A Journal of Composition Theory Vol. 24; no. 2; pp. 353 - 375 |
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| Autores principales: | , |
| Formato: | Artículo |
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Illinois State University
2004
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=17145325&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 17145325 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 21625190 UYL jtl: JAC: A Journal of Composition Theory issn: 21625190 maglogo: N pubinfo: dt: 2004 vid: 24 iid: 2 pid: 23052 pub: Illinois State University artinfo: ui: 17145325 ppf: 353 ppct: 22 formats: tig: atl: Pedagogy and Clinical Knowledge: Some Psychoanalytic Observations on Losing and Refinding Significance. aug: au: Britzman, Deborah P. Pitt, Alice J. affil: York University, Toronto, Canada. su: Emotional trauma Learning Psychoanalysis Theory of knowledge Education Psychology sug: subj: Emotional trauma Learning Psychoanalysis Theory of knowledge Education Psychology ab: The article discusses issues related to trauma and learning in psychoanalysis. According to the author, learning and trauma work as deferred action, sliding between external and internal events, eluding yet marking both. The qualities of trauma and the qualities of learning converge. If trauma is the incapacity to respond adequately to a traumatic perception, a central question that trauma studies poses to pedagogy is how one can think about perceiving, receiving, and reconciling knowledge in teaching and learning. Significant learning entails a dual action, new knowledge becomes entangled in the force of old phantasies of learning events, rendering both as a problem of transference and so of interpretation. Simply put, learning is not the other side of trauma, but trauma's constitutive and belated character. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2004 holdings: @attributes: islocal: N |
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