Psychopedagogy: Freud, Lacan, and the Psychoanalytic Theory of Education by K. ChoPsychopedagogy: Freud, Lacan, and the Psychoanalytic Theory of Education by K. Cho

Psychopedagogy: Freud, Lacan, and the Psychoanalytic Theory of Education

byK. Cho

Hardcover | July 14, 2009

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Sigmund Freud once described the application of psychoanalysis to pedagogy as “the most important of all the activities of analysis.” In this exciting book, Cho takes up this activity. Examining the work of Jacques Lacan and Freud, he 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, such as, the unconscious, resistance, the ego, and transference, as well as a variety of other topics, Cho develops the contours of psychopedagogy.

K. Daniel Cho is Assistant Professor of Education and the Director of the Program in Critical Theory at Otterbein College. He is author of many articles on psychoanalysis and critical theory.
Title:Psychopedagogy: Freud, Lacan, and the Psychoanalytic Theory of EducationFormat:HardcoverDimensions:208 pagesPublished:July 14, 2009Publisher:Palgrave Macmillan USLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:0230606083

ISBN - 13:9780230606081

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Table of Contents

Pedagogy with Psychoanalysis * PART I: Prolegomena to Any Future Psychopedagogy * The Unconscious: A Form of Knowledge * On the Ego and Other Strategies of Resistance * Transference or, When Discourses Shift: Toward a Theory of Psychopedagogical Technique * PART II: Secondary Revisions * Wo es war: Marxism, the Unconscious, and Subjectivity * Pedagogy of the Repressed or, Repetition as a Pedagogical Factor *  Education by way of Truths: Lacan with Badiou * Lessons of Love: On Pedagogical Love * Teaching Abjection: The Politics of Psychopedagogy

Editorial 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.