✍ Scribed by Deborah P Britzman
No coin nor oath required. For personal study only.
Turns to theories and cultural representations of psychosocial life to reflect on, and better understand, the challenges of learning in times of social strife.
Contents
Acknowledgments
Prelude: A Special Reading and Writing Attitude
Returns
Curriculum Vitae
1. Reading Freud Today for the Destiny of Education
From Insight to Construction
Late Pedagogy
Umwelt Education
2. Into the Middle of Things
A Special Charge
“If One Only Knew . . .”
The Lateness of Early Situations
The Emotional Situation
The Anthropological Situation
The Transference Situation
The Ethical Situation
In Medias Res
3. Turning to the Subject
“The One and the Many”
Reflections on a Damaged Education
The Depths of Education
Exile
The Problem of Re-education
The Subject’s Turn
The Education of Teachers
“Education after Auschwitz”
Difficult Knowledge
What Now?
4. On the Pains of Symbolization
Presenting Difficulties
Depression
Divergences
Symbolic Equation as Defense
Anxieties
Dialogue: Inner and Outer
Pedagogy’s Depressive Position
5. Before and after Misogyny
Disturbances
What Sort of Thinking Before Thinking?
What Stories Today?
“Fugitive States”
After Misogyny?
6. The Times of Friendship for Mrs. K. and Richard
“Go Right into the Depths”
“Do You Really Know What I Think? How Can You Really Know?”
“Do Psycho-Analysts Go to Church?”
“Must We Say Goodbye?” The Sadness of Parting
Postscript: Richard’s Recollections of the Analysis
7. H. G. Adler and Themes of Uncertainty, Transformation, and Binding
Exigencies
What Now?
The Journey
Letters
Life Wants More Life
Binding
What Now?
8. Once Again, but This Time with Feeling
Reservations
The Day’s Residues
A Psychoanalytic Challenge
The Long Reach of the Day’s Residue
Untimely Methods
“W”: Exemplars for the Method of Association
From Descriptions to Inscriptions
Notes
References
Index
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