By Deborah P. Britzman
Makes use of psychoanalytic theories of studying to discover modern concerns in schooling.
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Extra info for After-Education: Anna Freud, Melanie Klein, and Psychoanalytic Histories of Learning
After the experience of education, there is still the problem of working through the distress and the promise that education heralds. To suggest that the urge to make reparation will be a central part of our work in education may mean reconsidering what makes education terminable and interminable, and still wonder, what might come after education. CHAPTER TWO THE FREUD–KLEIN CONTROVERSIES AS A PROBLEM OF EDUCATION Between 1942 and 1944, a series of “Extraordinary Meetings” occurred in the British Psychoanalytical Society in London over the future direction of child psychoanalysis.
To read the numerous accounts of the Freud–Klein Controversies is to recognize the troubled and ambivalent development of psychoanalysis and bring to education the question of why it is so difﬁcult to tolerate different views of practice, particularly views that center on a certain pessimism toward the educational project. Like psychoanalysis, education is a theory of conﬂict and is marked, consequently, by the very processes that it attempts to understand, namely, the vicissitudes of love, hate, and ambivalence in learning and in not learning, and the susceptibility of humans both to the breakdowns and reparations of knowledge and authority.
It represents the baby’s premature attempt to master bodily anxiety, an anxiety that, in Klein’s view, is crude, terrifying, aggressive, and subject to turning back against the subject. And yet phantasies, however negative and paranoid, also are the necessary precursors of identiﬁcation and symbolization, because the baby, from the beginning, equates her or his bodily anxiety with objects in the world. Through the infant’s projection of her or his bodily sensations into that ﬁrst other, a reality that Klein (1930a) called “unreal reality” (221), identiﬁcation and symbolism emerge.
After-Education: Anna Freud, Melanie Klein, and Psychoanalytic Histories of Learning by Deborah P. Britzman