The other side of pedagogy : Lacan's four discourses and the development of the student writer / T.R. Johnson.

By:

Johnson, T. R, 1964- [author.]

Material type: Text

TextSeries: SUNY series, transforming subjects: psychoanalysis, culture, and studies in educationPublisher: Albany : State University of New York Press, [2014]Copyright date: ©2014Description: 1 online resourceContent type:

text

Media type:

computer

Carrier type:

online resource

ISBN:

9781438453217
1438453213
9781438453200
1438453205

Subject(s):

Genre/Form:

Electronic books.

Additional physical formats: Print version:: Other side of pedagogyDDC classification:

808/.0420711 23

LOC classification:

PE1404

Online resources:

Click here to access online

Contents:

Introduction: Recovering the Unconscious: Pedagogy's Other Side -- 1. The Crisis: Forfeiting Our Most Valuable Asset -- 2. Contemporary Composition Studies: Development Means Joining Our Community, and That's All There Is to Know -- 3. Why the Growth Movement Didn't Grow And an Alternative -- 4. Psychoanalysis and Pedagogy: Some Historical Context and Key Terms for Doing the Impossible -- 5. A Perfect Ignorance and Paralysis: The Discourse of the Master -- 6. Only Following Directions: The Discourse of the University -- 7. Songs dripping off my fingers: The Discourse of Hysteric -- 8. Playing by Ear: The Discourse of the Analyst -- Works Cited.

Summary: "University classrooms are increasingly in crisis though popular demands for accountability grow more insistent, no one seems to know what our teaching should seek to achieve. This book traces how we arrived at our current impasse, and it uses Lacan's theory of the four discourses to chart a path forward via an analysis of the freshman writing class. How did we forfeit a meaningful set of goals for our teaching? T.R. Johnson suggests that, by the 1960s, the work of Bergson and Piaget had led us to see student growth as a journey into more and more abstract thought, a journey that will happen naturally if the teacher knows how to stay out of the way. Since the 1960s, we've come to see development, in turn, only as a vague initiation into the academic community. This book, however, offers an alternative tradition, one rooted in Vygotsky and the feminist movement, that defines the developing student writer in terms of a complex, intersubjective ecology, and then, through these precedents, proposes a fully psychoanalytic model of student development. To illustrate his practical use of the four discourses, Johnson draws on a wide array of concepts and a colorful set of examples, including Franz Kafka, Keith Richards, David Foster Wallace, Hannah Arendt, and many others."--Page 4 of cover

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Item type	Home library	Collection	Call number	Materials specified	Status	Date due	Barcode
Electronic-Books	OPJGU Sonepat- Campus	E-Books EBSCO			Available

Includes bibliographical references and index.

Print version record.

"University classrooms are increasingly in crisis though popular demands for accountability grow more insistent, no one seems to know what our teaching should seek to achieve. This book traces how we arrived at our current impasse, and it uses Lacan's theory of the four discourses to chart a path forward via an analysis of the freshman writing class. How did we forfeit a meaningful set of goals for our teaching? T.R. Johnson suggests that, by the 1960s, the work of Bergson and Piaget had led us to see student growth as a journey into more and more abstract thought, a journey that will happen naturally if the teacher knows how to stay out of the way. Since the 1960s, we've come to see development, in turn, only as a vague initiation into the academic community. This book, however, offers an alternative tradition, one rooted in Vygotsky and the feminist movement, that defines the developing student writer in terms of a complex, intersubjective ecology, and then, through these precedents, proposes a fully psychoanalytic model of student development. To illustrate his practical use of the four discourses, Johnson draws on a wide array of concepts and a colorful set of examples, including Franz Kafka, Keith Richards, David Foster Wallace, Hannah Arendt, and many others."--Page 4 of cover

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