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Psychopedagogy

Freud, Lacan, and the Psychoanalytic Theory of Education

  • Book
  • © 2009

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Authors:
  1. K. Daniel Cho
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Table of contents (9 chapters)

  1. Front Matter

    Pages i-xii
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  2. Introduction: Pedagogy with Psychoanalysis

    1. Introduction: Pedagogy with Psychoanalysis

      • K. Daniel Cho
      Pages 1-6

  3. Prolegomena to Any Future Psychopedagogy

    1. Front Matter

      Pages 7-7
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    2. The Unconscious: A Form of Knowledge

      • K. Daniel Cho
      Pages 9-26

    3. On the Ego and Other Strategies of Resistance

      • K. Daniel Cho
      Pages 27-43

    4. Transference or, When Discourses Shift: Toward a Theory of Psychopedagogical Technique

      • K. Daniel Cho
      Pages 45-67

  4. Secondary Revisions

    1. Front Matter

      Pages 69-69
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    2. Wo es war: Marxism, the Unconscious, and Subjectivity

      • K. Daniel Cho
      Pages 71-94

    3. Pedagogy of the Repressed: Repetition As a Pedagogical Factor

      • K. Daniel Cho
      Pages 95-108

    4. Education by Way of Truths: Lacan with Badiou

      • K. Daniel Cho
      Pages 109-124

    5. Lessons of Love: On Pedagogical Love

      • K. Daniel Cho
      Pages 125-147

    6. Teaching Abjection: The Politics of Psychopedagogy

      • K. Daniel Cho
      Pages 149-164

  5. Back Matter

    Pages 165-191
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Keywords

About this book

Examining the work of Lacan and Freud, Cho argues that a theory of pedagogy is already embedded within psychoanalysis. Psychopedagogy is the name given to this embedded theory. Through a discussion of key psychoanalytic concepts, as well as a variety of other topics, Cho develops the contours of psychopedagogy.

Reviews

"In one of his famous dictums, Freud refers to (psycho)analysis, education, and politics as the three impossible professions. Although taking place all around us, these professions are ridden and driven by an inherent impossibility or, to put it with Lacan, by a real that makes their theory and practice all the more intriguing and revealing. Yet in different and numerous attempts to think through the inherent connections between the three fields, educating somehow got much less conceptual and critical attention than the other two. This is just one of many reasons that makes Cho s book so precious and indispensable. What makes it all the more valuable is that, far from being an attempt to simply apply psychoanalysis to education, it really ventures to think through their inherent connections, proposing many a revealing and intriguing insight." - Alenka Zupancic, Senior Research Fellow at the Institute of Philosophy, Slovene Academy of Sciences, Ljubljana.

About the author

K. DANIEL CHO is Assistant Professor of Education and the Director of the Program in Critical Theory at Otterbein College, USA.
 

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