21. Education and Psychoanalysis
Paper
“Well, I was really excited about it initially...” Diversity and Alterity in the Context of Working Alliances within a Parent-Toddler-Group
Christin Reisenhofer
University of Vienna, Austria
Presenting Author: Reisenhofer, Christin
In the scope of this paper, the main focus is set on the question, how alterity can be considered in research, namely, regarding a primary intervention programme for socially and economically disadvantaged parents and their toddlers: a psychoanalytical parent-toddler-group (PTG), established at the Child Guidance Clinic in Vienna in January 2021. In cooperation with the working unit Psychoanalysis and Education in Vienna, the research project "The Impact of Parent-Toddler-Groups on the Development of Children in the Context of Family Relations" was initiated with the support of Inge Pretorius (London, former Anna Freud Centre). Within the framework of the research project, the questions of what specific experiences children and their parents have while attending a PTG and what changes on the part of the children, the parents, and the parent-child relationship can be identified over time within the PTG, and also in everyday family life, are in focus.
The overarching aim of the PTG, based on the concept of the "parent-toddler-groups" of the Anna Freud Centre in London, is to promote toddler development, to strengthen the attachment between parents and toddlers, to strengthen their relationship, to enhance separation and individuation, so that toddlers can gain independence (Zaphiriou Woods, 2012). In order to achieve these goals, two psychotherapists lead the therapeutical PTG in Vienna, all the while referring to psychoanalytical theories on early child development. In the context of this analytically orientated group setting, the questions arise of what distinguishes the work with and the working relationship with the parents in this alternative psychoanalytic group setting from therapeutic one-to-one-setting, how the therapists’ work with the parents is shaped, and what kind of working alliances are possible within this alternative psychoanalytically group setting. These questions are all the more significant since some parents are obliged to attend the group on condition of the Youth Welfare Office and, especially at the beginning of the group, several parents dropped out of the group.
Although a review of various psychoanalytic publications suggests that since the works of Freud (1912), Sterba (1934), Zetzel (1956), Greenson (1986) as well as Sandler, Dare and Holder (1973) the psychoanalytic concept of working alliances has been widely discussed and elaborated (not only) in psychoanalytic discourses (Horvath, Luborsky 1993), these discussions are mainly related to psychoanalytical one-to-one settings. Looking for reflections on working alliances in psychoanalytic alternative group therapy services, however, reveals hardly anything with focus on psychoanalytically oriented groups. Therapists who further developed the concept of PTG of the Anna Freud Centre refer in their articles to the (at times difficult) formation of groups, but these considerations do not represent an established research focus (Zaphiriou Woods, Pretorius 2011). Eder-Steiner and Freilinger (2016) note that more than one third of the families frequenting the Child Guidance Clinic are committed to psychotherapy by the youth welfare authorities. In this context, they refer to the question under which conditions it is possible to develop a therapeutic motivation and a stable working alliance with demotivated patients. According to Fraiberg (1980), some developmental potential and processes only occur when external support is provided to the parents. In this regard, she refers primarily to parents who are unable to recognize their children's suffering and distress and thus cannot provide sufficient developmental support for their children. But following these remarks, what kind of working alliances can be developed in psychoanalytical PTG when, in addition, some of the parents are also required to participate, which may have an impact on their level of motivation, and on experiencing doubts and uncertainties? Are early terminations of the group possibly an indication of alteration, repression, negation, splitting or disavowal (Green 1986)?
Methodology, Methods, Research Instruments or Sources UsedTo address these questions, narrative interviews were conducted with the attending parents and the leading psychotherapists in order to gain insight into their experience of the group. This procedure requires an open and narrative interview that encourages the parents and psychotherapists to reflect on and talk about their own experiences within the framework of the group. This approach gives the interviewed the opportunity to narrate their subjective experience and to share how they individually make sense of their experiences. The course of the interview is orientated towards the interviewees' statements and the interaction between interviewer and interviewee during the interview is seen as an essential part of the research process (Rosenthal 2015). Since the start of the parent-toddler-group in 2021, five group-interviews were conducted with the two leading therapists, and one interview was conducted with each of the attending parents who started the group before December 2022 (also with those parents who dropped out of the group very quickly; till now overall 9 interviews with 8 mothers and one father were carried out).
To evaluate the interviews, not only conscious life designs were considered, but following König (2019, 29) also unconsciously suppressed socially objectionable life designs. In this sense, a depth hermeneutic analysis was carried out, which "examines the narrative content of texts and images through their effect on the researcher's experience" (König 2019, 31). With this approach also the pre- and unconscious fantasies, desires and fears can be accessed – diversity as internal to the subject. An ambiguous understanding of the manifest sense on the one hand and the latent sense on the other hand in the text layers should be carried out. Manifest and accepted life concepts can be verbalised, latent and frowned-upon life concepts are usually not conscious or are repressed again due to their incompatibility with social moral concepts. "Under the pressure of a compulsion to repeat" (König 2019, 31-32), however, conflicting life designs seek their way through impulse outbursts, failures, and other irrational behaviours.
Initial findings from a depth-hermeneutic individual-case-analysis of Leon and his mother, Stefanie Daller, who attended the parent-toddler group, are presented to illustrate the theoretical considerations with a case study (all personal data were anonymized according to common ethical guidelines).
Conclusions, Expected Outcomes or FindingsTo conclude, diversity and alterity in the context of working alliances within a parent-toddler-group are discussed under two intertwined perspectives. On the one hand, with reference to psychoanalytical theories. Greenson (2008) understands working alliances as the patient's ability to cooperate in an analytic situation (cf. 2008, 83). According to Bordin (1979), “various modes of psychotherapy can be meaningfully differentiated in terms of the kinds of working alliances embedded in them” (Bordin 1979, 252). Furthermore, he states that working alliances are one of the keys to the change process n therapy and that “the strength, rather than the kind of working alliance, will prove to be the major factor in change achieved through psychotherapy” (cf.). Deserno (1990, 146–150) criticized, however, that the concept of the working alliance is mostly discussed uncritically as a normative concept and is treated as a rational and non-neurotic aspect of the psychoanalytical alliance. Although the question of how a lasting working alliance with the analyst can be established or maintained is considered in several psychoanalytical publications, as exemplarily pointed out here, these discussions are mainly related to psychoanalytical one-to-one settings. Also, the question of what unconscious factors are important in forming a working alliance on the part of parents who have to attend a parent-toddler group has not been addressed significantly.
According to this research gap, diversity and alterity in the context of working alliances within a parent-toddler-group are, on the other hand, discussed by the depth-hermeneutically analysis of an interview with a mother who was required to attend the PTG by the Youth Welfare Office and ended her participation short time after the interview.
ReferencesBordin, E. S. (1979): The generalizability of the psychoanalytic concept of the working alliance. In: Psychotherapy: Theory, Research & Practice, 16, 3, 252–260
Deserno, H. (1990): Die Analyse und das Arbeitsbündnis. Eine Kritik des Arbeitsbündniskonzepts. München, Wien: Internationale Psychoanalyse
Eder-Steiner, S., Freilinger, S. (2016): Zwischen Macht und Ohnmacht. Psychotherapie im Auftrag der Jugendhilfe. In: Zeitschrift für Individualpsychologie, 41, 207–219
Fraiberg, S. (1980): Clinical Studies in Infant Mental Health: The First Year of Life. London: Tavistock
Freud, S. (1912): Zur Dynamik der Übertragung. Ges. Werke, Bd. 8
Green, A. (1999): The Work of the Negative. London: Free Association Books
Greenson, R. R . (1986): Technique and Practice of Psychoanalysis. Stuttgart: Klett-Cotta
Greenson, R. R. (2008): The working alliance and the transference neurosis. The Psychoanalytic Quarterly, 77, 1, 77–102
Horvath, A. O., Luborsky, L. (1993): The Role of the Therapeutic Alliance in Psychotherapy. In: Journal of Consulting and Clinical Psychology, 61, 4, 561-573
König, H-D. (2000): Tiefenhermeneutik; in: Flick, U.; von Kardorff, E.; Steinke, I. (Hrsg.): Qualitative Forschung. Ein Handbuch. Verlag Rowohlt: Reinbeck, 556–569
König, J. et al. (Hrsg.) (2019): Dichte Interpretation. Tiefenhermeneutik als Methode qualitativer Forschung. Springer VS: Wiesbaden 2018
Rosenthal, G. (2015): Interpretative Sozialforschung. Eine Einführung. Beltz: Weinheim und München
Sandler, J., Dare, C, Holder, A. (1973): The Patient and the Analyst: The Basis of the Psychoanalytic Process. London: Allen and Unwin
Sterba, R . (1934): The Fate of the Ego in Analytic Therapy. In: International Journal of Psychoanalysis, 15, 117—126
Zaphiriou Woods, M., Pretorius, I.-M. (2012): Parents and Toddlers in Groups: A Psychoanalytic Developmental Approach. London: Routledge
Zetzel, E. R. (1956): Current Concept of Transference. In: International Journal of Psychoanalysis, 37, 369-376
21. Education and Psychoanalysis
Paper
Nursing Training and ‘Professional Adolescence’
Sandrine Jullien-Villemont
Université Rouen Normandie, France
Presenting Author: Jullien-Villemont, Sandrine
This proposal is an answer to the NW 21 Special Call. It focusses on internal diversity of future nurses. In this paper I will present a part of my PhD research results about nurses’training in France. First, I will present the specificities of this training course, compared to other national approaches of this training in Europe (United Kingdom, Germany and Italy). In this research, I propose to consider the moment of the nurses’training as a time of ‘professional adolescence’. Louis-Marie Bossard, a French reseacher, proposed to transpose the adolescent psychic processes, to the transition from the student situation to the professional situation : it is called ‘professional adolescence’ (Bossard 2000, 2001, 2004). My research is situated in the field of ‘Education and Psychoanalysis’ and more specifically in a ‘clinical approach psychoanalytically orientated in Education and training’ (Blanchard-Laville, Chaussecourte, Hatchuel & Pechberty, 2005).
In this paper I propose to question the link to children of a nursing student I have decided to call Alice. Her professional plan is to work in paediatrics departement in a hospital. I met her twice, for two clinical interviews for research at the end of her first year of training (June 2021) and at the end of her second year of training (June 2022).
During the first interview, Alice was very smiling and cheerful. However, I have been very troubled during this meeting without being able to clarify the reason for this feeling. Later, on when listening again to that interview to analyse it, I have been surprised by the dissonance between her joyful attitude and the tone of her talk. Her words were full of anxiety linked with approaching patient’s death. She contrasted geriatric care, she feels linked to death, to paediatric care. This disturbance in me came to the surface in a third phase, when I made a slip of the tongue (lapsus linguae) while presenting the analysis of this interview during a conference a few months after the interview had occurred : orally I have exchanged the word ‘geriatrics’ to ‘paediatrics’ to refer to the death of patients as Alice perceives it, while I had written the opposite in my paper. This event led me to link my own disorder to the « disturbance » described by Georges Devereux (1967) about the researcher's counter-transference as a research tool (Chaussecourte, 2017).
I wondered about the negative part carried by the affects expressed by Alice and on what was played negatively in the expression of my disorder regarding the death of the children.
In this proposal, I would like to draw on André Green’s research on ‘the work of the negative’ (Green, 2011), to analyse this situation by considering the two forms of life and death narcissism, the foundation of a form of internal alterity expressing in the negative by a mortifying desire for the children.
On another way, if we consider, as Bernard Golse does, that adolescence is a period of reactivation in the deferred action of the enigma of the secret of origins (Golse, 2014), we could link ‘the baby that the adolescent thinks he was, that he would like to have been, or that he fears to have been’ (Biot, Golse, 2017), and Alice's desire to work with children, as many other nursing students, while they begin training sometimes even before the age of eighteen. Then, during the nursing training, how are adolescence and professional adolescence knitted together ? In this internal diversity, how are formed the links between ‘the baby in the adolescent’ (Golse, 2014) and the ‘adolescent in the adult ’ (Green, 1992) ?
Methodology, Methods, Research Instruments or Sources UsedMy research approach considers the unconscious in a Freudian sense and takes into account its manifestations in order to propose theoretical hypothesis. My research is a qualitative one based on a longitudinal cohort of four nursing students. The data collection method is the clinical interview for research. All in all, ten clinical research interviews will be conducted with the students between June 2021 and June 2023. This is a non-directive interview lasting approximately forty-five minutes during which the researcher speaks as less as possible. The aim is to influence the interviewee's words the less as possible. The interview begins with a ‘guideline’ well prepared. This is the only intervention prepared by the researcher. The interview guideline for my research is : ‘You have chosen to become a nurse and you are in training at the training institute of Xxxx. Today, what would you say about what you are experiencing in training ? I would like you to talk to me as spontaneously and as freely as possible, as it comes to you’.
The interviewee's talk is supported by the researcher's open attitude, his look, the use of the interviewee’s own word to make the interview goes again, and a respect for silences when they serve to elaborate the interviewee's thought. This requires constant work for me, on my implications, on my posture and on my identity as a researcher insofar as I am a trainer in a nursing school.
During the clinical interview, the researcher does not take notes, but is entirely available to receive the interviewee's words. In the immediate defferred action of the interview, I write my feelings, my impressions, my first associations. I also write notes about the general environment of the interview. The interviews are recorded, transcribed and fully anonymised. The analysis of the interviews is done in several steps : first, the analysis of the researcher's interventions, to perceive the way in which he influenced the interviewee's ideas. Second, the analysis of the manifest content which describes what the interviewee intentionally said, with a chronological way of identifying the themes addressed. Then, the analysis of the latent content which is a way to enlightening a part of the inconscious psychic process for the interviewee. The tool for this latent content analysis is the researcher's counter-transference (Chaussecourte, 2017, 124).
Conclusions, Expected Outcomes or FindingsThe analysis of the manifest content of the two interviews conducted with Alice one year apart will allow perceiving the evolution of her representations of the care provided to the children. The process of professional adolescence also seems to be discerned in the negative, in the way Alice defends herself from the care of paediatric patients of her age. She expresses her embarrassment at caring for patients of the same age as her. In this part of the interview, she elaborates on the techniques she uses to feel professional with patients whom the institution orders her to use the first person plural (‘vous’ in French) when she could consider them as peers outside the hospital.
In the latent content analysis, the elaboration of my counter-transference refers to my own link to the children. It is probably my own trauma that manifests itself in the counter-transference, allowing a glimpse of Alice's mortifying desire for the children. However, she seems to be able to heal them through a working-off mechanism that makes her creative in the care she gives them. I hypothesise that this creativity is the expression of a professional psychic growth (Blanchard-Laville, 2019), perceived in the second interview, a sign that Alice is changing professionally.
Finally, I wish to discuss these analyses by referring to the theory of nursing care developed in Switzerland by Michel Nadot (2013). This author considers the diversity inherent in the nurse’s functions, whom he describes as cultural intermediaries because they are at the intersection between health institutions, the people being cared for and their entourage, and the medical profession. It is in this environment and in the learning of this function that Alice builds herself as a future subject-caregiver.
ReferencesBiot, M. & Golse, B. (2017). Sensibiliser les adolescents aux bébés (qu’ils furent et qu’ils auront). Le carnet psy, 5(208), 20-37.
Blanchard-Laville, C., Chaussecourte, P., Hatchuel, F., Pechberty, B. (2005). Recherches cliniques d’orientation psychanalytique dans le champ de l’éducation et de la formation. Revue française de pédagogie, 151, 111-162.
Blanchard-Laville, C. (2019). Au « vif » du sujet professionnel dans les métiers du lien : Des apports de la clinique d’orientation psychanalytique pour favoriser les processus de symbolisation professionnelle chez des sujets engagés dans les métiers du lien. Les Sciences pour l’Ere nouvelle, 52(1), 61-76.
Bossard, L.M. (2000). La crise identitaire. In Blanchard-Laville, C. & Nadot, S. (dirs.). Malaise dans la formation des enseignants (pp. 97-147). Paris : L’Harmattan
Bossard, L.M. (2001). Soizic : Une « adolescence professionnelle » interminable ? Connexions, 75, 69-83.
Bossard, L-M. (2004). De la situation d’étudiant(e) à celle d’enseignant(e) du second degré : Approche clinique du passage (Thèse de doctorat en Sciences de l’Education). Université Paris 10, Nanterre.
Chaussecoute, P. (2017). Autour de la question du « contre transfert du chercheur » dans les recherches cliniques d’orientation psychanalytique en sciences de l’éducation. Cliopsy, 17, 107-127.
Devereux, G. (1967). From Anxiety to Method. De Gruyter Mouton.
Golse, B. (2014). Du bébé à l’adolescent : l’intériorisation progressive de l’énigme. Dans A. Braconnier (dir.). Sexe, sexuel, sexualité (pp. 51-72). Eres.
Green, A. (1992). L’adolescent dans l’adulte. Journal de la psychanalyse : la fonction paternelle, 11, 213-243.
Green, A. (2011). Le travail du négatif. Les éditions de minuit.
Nadot, M. (dir.) (2013). L’activité infirmière : Le modèle d’intermédiaire culturel, une réalité incontournable. De boeck estem.
21. Education and Psychoanalysis
Paper
The Underground of Education. Psychopedagogy of Youth Subcultures
Chiara Agagiù
University of Salento, Italy
Presenting Author: Agagiù, Chiara
This paper presents the research-address of “Laboratorio di Studi Lacaniani” founded in 2012 by Prof. Mimmo Pesare at University of Salento, Dept. of Human and Social Sciences, with the aim of wide-spreading the network of researchers in both Education and Theoretical Psychoanalysis fields. Here a part of my Ph.D. research contribution is presented, that is the one that connects a Lacan-oriented Philosophy of Education – which is systematically dedicated the first part of my research – and the attention to youth subcultures as a context of expression and informal education through a case study on punk subculture in Slovenia before its independence. The “Underground” scene in Ljubljana during the '80s is the background of both the punks were born (the Socialist Republic lead by Tito), but also the Grund of Ljubljana School of Psychoanalysis research, that nowadays is well-known through Slavoj Žižek world-wide philosophical activity. “Underground” is the keyword to connect the two sides of the enquiry: on one hand, it is the psychopedagogical look on the Unconscious, with the attention to the latent structures that work in each subjectivation and self-formation (Massa 1997); on the other hand, it represents the storytelling of a fellowship, the one between the intellectuals (Ljubljana School) and youth subcultures (Slovene punks and avant-gardes), that is here presented in order to enlighten a ‘minor’ context, that enriches a “Psychopedagogical and Lacan-oriented Theory of Subjectivation”. The youth subcultures are shown as “sublime objects” of the research, that welcomes the contemporary reception of Jacques Lacan theoretical and clinical interpretation by a transdisciplinary approach.
In the general theoretical context, it is specified that Subjectivation is a lemma that comes from philosophical thought, mainly from the XIX Century and, in other respects, from that of psychoanalysis. For both (philosophy and psychoanalysis), the net of the uses and research methodologies within which the notion of subjectivation appears, it is possible to isolate a transdisciplinary red thread that characterizes its semantics. Whether it is philosophy, psychoanalysis or other fields of knowledge that have borrowed the notion from them – some sociological orientations, some anthropology, the history and hermeneutics of systems of thought – we can agree on the fact that in the social sciences it is associated with the transversal concept of the construction of one’s own subjectivity.
The unconscious, as the primary vector of subjectivation – as the bearer of this transformative and relational dimension – is then, above all, thinkable as a form of social discourse, as the singular and irreducible decode that the human being makes of the structure–cultural, linguistic, educational, anthropological–that pre-exists it, re-elaborating itself in a personal way. In these terms, shifting from the clinical language to the philosophical-educational one, the subjectivation would, therefore, represent a device that catalyzes the social discourse (the Lacanian Big Other, the Foucaldian structure) in the singular assumption of the personal and formative history of an individual.
By saying that “punk is a symptom” (Žižek 1981), the Slovene philosopher starts a new consideration of punk subcultures that are related to the critique of ideology and the “symbolic” social discourse functioning. According to its theory, Žižek warns that punk irrupts into the normal functioning of the Big Other (the Socialist discourse) by representing a removed dimension. The Ljubljana School, in fact, defended punk and avant-guards by a theoretical support on the Journal of Theoretical Psychoanalysis “Problemi”, siding against censorship and repression of youth movements, that with their “symptomatic” expression were showing that “the king was naked”. That is, exactly, the inconsistency of the Big Other in the form of a crystalized ideology.
Methodology, Methods, Research Instruments or Sources UsedWhat is important to underline in this context is the dynamic nature of Subjectivation process; in order to trace its pedagogical legitimacy, in the case one assumes the philosophical roots or the psychoanalytical ones, subjectivation implies the consideration of a “transformative dimension” (cfr. "Umbildung" theory by Sola 2003). In other words, and more specifically, for the human being to constitute himself as a subject, it is necessary to amend every form of innatism and postulate that his life is determined by that principle of “psychic causality” (Lacan 1966) that builds him in contamination with the other, rather than thinking of it as the repository of a pre-constituted plexus of temperaments, attitudes and tendencies, inherited from some predetermined genetic or character code. There is no ineluctability (and this is, probably, the political element in the question) in all the paths of existence. We are always the result of a law of cause and effect that shapes our lives on the basis of a “phenomenology of the encounter” with the other, understood both as similar and as a socio-cultural structure.
Contrary to the innatist interpretation, both Foucault and Lacan insist on the fact that human existence is always “the product of a discourse about a body,” where discourse is a sort of technical term that describes all that the linguistic, cultural, values-based, social code represents for our daily life and within which it is immersed even before our birth. Lacan defines this code as “the Big Other” or “the discourse of the Other” i.e., the transcendence of a third structure which removes the naked life of the human being from its physiological and animal framework, guaranteeing the subject its “cultural intelligibility” (Zupančič 2000).
Freud, in lesson 31 of Introduction to Psychoanalysis (1917), compares human subjectivity to a dialectical institution: the Ego is not the ruler of subjectivity, an absolute monarch who enjoys a stable and definitive unity and compactness. Subjectivity, rather, is the site of a permanent debate between a multiplicity of instances and voices. This new subject that overcomes and overturns Descartes’ modern subject and that constitutes itself in that gap between being and truth, is the “subject of the unconscious,” the insu que sait, the “not knowing that knows” (Lacan, 1986).
Conclusions, Expected Outcomes or FindingsIf Pedagogy is the discipline that reflects on man’s education and Psycho-pedagogy represents a particular expression of it that privileges the deep dynamics of this formation, the process of subjectivation or the path along which the human is singularized and separated from the other (even if it is structured with the other as we will see in the next chapter), cannot but reenter, by right, into the question of education.
The construction of an existence takes place, pedagogically, through this singular/plural dialectic: the subject is built through encounters with his Bildungsrats and, at the same time, through the unique and unrepeatable singular assumption in relation to these encounters, in a continuous communication between intrapsychic and interpsychic (Pesare 2018). After all, our idea of the subject, that is, the idea of the subject shared by those who internalized Freud’s lesson (also in pedagogy), is not that of an autarchic, monolithic subject, endowed with a self-defined aura.
"Punk is a symptom" is a way to show how the social discourse works in both individual and group identity, and interrupts the normal functioning of the Big Other (Lacan Graph of Desire). It is a way to enlighten the actions lead by youth subcultures, bearer of a "censored" meaning (Agagiù 2020). If punk is the most radical subculture (Madrussan 2021, Hebdige 1979), and the Master is the "Subject supposed to know" something about a symptom, it is necessary, according to Žižek, to let the symptom itself speak, and not to censor it. As the symptom comes from the Unconscious, and the Unconscious is the depositary of "truth", the knowledge-field should look, also, to the "not knowing, that knows".
ReferencesReferences
Agagiù, C. 2020. Speech, Event, Desire: Psycho-Pedagogical Perspectives about the Symptom, in "International Journal of Psychoanalysis and Education", vol. 12, n. 2, 2020, 6-11.
Freud, S. 1917. Vorlesungen zur Einführung in die Psychoanalyse, in ID., 1968, Gesammelte Werke, 18 vol., Frankfurt a.M.: Fischer.
Foucault, M. 2001. L'herméneutique du sujet, Paris: Seuil-Gallimard.
Hebdige, D.1979. Subculture. The Meaning of style, London: Methuen &co.
Lacan, J. 1966. Écrits, Paris: Seuil.
Id. 2001. Autres écrits, Paris: Seuil.
Id. 1986. Le Séminaire de Jacques Lacan. Livre VII. L’éthique de la psychanalyse (1959-60), Paris: Seuil.
Massa, R. 1997. Formazione del soggetto e proceduralità pedagogiche, in A.
Madrussan, E. 2021. Formazione e Musica. L’ineffabile significante nel quotidiano giovanile, Milano: Mimesis.
Pesare, M. 2018. Il soggetto barrato. Per una psicopedagogia di orientamento lacaniano, Milano: Mimesis.
Sola, G., 2004. Umbildung. La «trasformazione» nella formazione dell'uomo, Milano: Bompiani.
Žižek, S. 1981. Dragi bralec, “Problemi – Društvo za teoretsko psihoanalizo”, Ljubljana, n. 205/206, XIX.
Zupančič, A. 2000. Ethics of the Real. Kant, Lacan, London: Verso.
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