This article deals with the formidable challenge of repetition for therapeutic or educational care. Two forms of repetition are differentiated: one driven by the Oedipal life drive, the other by the death drive. Through a close reading of the classic myth of Oedipus Rex, the encounter of these forms of repetition is demonstrated. This myth also offers three main perspectives from which this work may be grasped: good, truth and writing. Originating in a project for abandoned children in a school for special education (De Sassepoort), the possible benefits of assisting children through writing is supported.
What can educators do with psychoanalysis in their daily institutional practice within a community? On the infantile roots of the desire of the educator.
The central focus of this article is the psychoanalytically orientated day-to-day educational work in an institution. We approach this problem from the concept of desire and pose two questions. The first concerns the transference of psychoanalysis in an institution. How can analysts transfer psychoanalysis to educators, nurses or other paramedics during their daily work in an institutional set-up? The desire of the analyst is the central axis of this problem. The core of the second question relates to the desire of the educator. How can psychoanalysis help us define our subjective position as educator in a community and in an institution? First, we question the relationship between desire and psychoanalytical formation. Secondly, we describe the infantile roots of our desire as an educator starting from our own particular life story.
Psychoanalysis and Education: Is it possible to fail successfully? An exploration starting from D.W. Winnicott
According to Freud, psychoanalysis and education are considered as two impossible professions, both necessarily failing on the rock of castration. At this point the subject has to create an original construct. It is argued that the theoretical concepts good enough mother and true self can be read as the particular constructs of the subject D.W. Winnicott. His particular position towards castration is explored as revealed in the idea of the transitional object. It is not only the content of his work, but, perhaps more importantly, also his style of writing that tries to “hold” the reader. It is precisely in his ideas about a good enough mother/good enough analyst who knows how to hold the child/patient in order to create a true self, that Winnicott’s solution for the impossible professions is found. Psychoanalysis and education are thus conceived of as transforming into another potentially impossible profession: that of creating a desiring subject.