Conference Agenda
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21 SES 03 A: Subjectivity, Desire and the Social: Psychoanalytic Readings of Educational Processes
Long Paper Session
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21. Education and Psychoanalysis
Long Paper Psychoanalytical and Cultural-theoretical Reflections on Social Cohesion RPTU, Germany Presenting Author:Social cohesion is currently affected by threatening future scenarios in multiple crisis situations (see Göppel et al., 2023). These scenarios are linked to complex global social, political, and cultural processes of change, such as global ecological disasters, environmental devastation, wars and conflicts over resources, and the growing scepticism surrounding democratic models of society (see Schwendowius et al., 2025). These processes often catalyse and reinforce each other (Zimmermann et al., 2023). The scenario confronts us with the fragility of cultural achievements and the limitations of social systems designed to regulate and secure social coexistence (Freud, 1930; 1927; Aigner, 2024), while also demonstrating the capacity of humans to inflict harm on each other (Leuzinger-Bohleber, 2019). The uncertainty associated with this can have repercussions far beyond crisis centres, affecting individuals, groups and institutions, as it triggers defence mechanisms that in turn promote social division (Elsner et al. 2024). However, crises not only cause divisions, but they also create opportunities for solidarity and social cohesion. At the same time, under the guise of cohesion, groups can be excluded and treated with hostility (e.g. the 'America First' movement). This project examines and links classic works of psychoanalysis (Freud, 1930; 1927) and their updates (Aigner, 2024) to current educational issues. The questions asked are: My considerations are based on the work of the working group ‘Cohesion. Educational science assessments from the perspectives of qualitative education and biographical research as well as psychoanalytical pedagogy’. (Prof. Dr. Merle Hinrichsen, V.Prof. Dr. Karen Geipel, PD Dr. André Epp und V.Prof. Dr. Marian Kratz) Methodology, Methods, Research Instruments or Sources Used The lecture is theoretical and conceptual. My considerations are based on the work of the working group ‘Cohesion. Educational science assessments from the perspectives of qualitative education and biographical research as well as psychoanalytical pedagogy’. (Prof. Dr. Merle Hinrichsen, V.Prof. Dr. Karen Geipel, PD Dr. André Epp und V.Prof. Dr. Marian Kratz) Conclusions, Expected Outcomes or Findings This lecture presents social cohesion as an ambivalent concept for discussion. As a process, it can facilitate connections while simultaneously having a divisive effect. As a state, social cohesion has a spatial and a temporal dimension that enables movement, but it can also lead to rigidity. In all its forms, the concept of cohesion is examined in terms of its unconscious motives References Aigner, J. (2024). Das Unbehagen in der Kultur. In M. Dörr & M. Kratz (Hrsg.), Enzyklopädie Erziehungswissenschaft Online. Weinheim/Basel: Beltz Juventa. Elsner, S., Höcker, C., Decker, O. & Türcke, C. (2024). Desintegration und gesellschaftlicher Zusammenhalt. Kritische Theorie - Psychoanalytische Praxis. Gießen: Psychosozial-Verlag. Freud, S. (1927). Die Zukunft einer Illusion. In: Studienausgabe, Band IX. Frankfurt a. M.: Fischer, Freud, S. (1930). Das Unbehagen in der Kultur. In: Studienausgabe, Bd. IX, 191-270. Frankfurt a. M.: Fischer. Göppel, R., Gstach, J. & Wininger, M. (Hrsg.) (2023). Aufwachsen zwischen Pandemie und Klimakrise. Pädagogisches Arbeiten in Zeiten großer Verunsicherung. Gießen: Psychosozial-Verlag. Leuzinger-Bohleber, M. (2019). »Die Humanität einer Gesellschaft zeigt sich vor allem in ihrem Umgang mit Fremden und Traumatisierten…« Erfahrungen aus dem Michaelisdorf. In R. Haubl & H.-J. Wirth (Hrsg.): Grenzerfahrungen. Migration, Flucht, Vertreibung und die deutschen Verhältnisse (S. 327-338). Gießen: Psychosozial-Verlag. Schwendowius, D., Engel, J., Epp, A., Franz, A., Kondratjuk, M. & Wischmann, A. (Hrsg.) (2025). Ungewisse Zukünfte – Bildung und Biographie im Kontext gesellschaftlicher Umbrüche. Opladen: Barbara Budrich. Zimmermann, D., Dietrich, L., Hofmann, J. & Hokema, J. (Hrsg) (2023). Soziale Krisen und ihre Auswirkungen auf Familien, pädagogische Professionalität und Organisationen. Opladen: Barbara Budrich. 21. Education and Psychoanalysis
Paper Complexifying Motivation to Learn English in China: A Lacanian Psychosocial Perspective The Education University of Hong Kong Presenting Author:Topic: This study examines Chinese Grade 7 students’ English learning motivation through the lens of Lacanian psychoanalysis. Research questions:
Theoretical framework: Lacanian psychoanalysis, especially three psychic registers (the real, the imaginary and the symbolic) and the notion of desire. Methodology, Methods, Research Instruments or Sources Used Methodology: Qualitative, interpretivist approach; social constructionist epistemology; multiple case study design; thematic analysis. Data collection methods: questionnaires, interviews, diaries, lesson observations, fieldnotes. Sources of data: 10 Chinese Grade 7 students, 10 parents and 4 English teachers. Conclusions, Expected Outcomes or Findings Findings from the Thematic Analysis: The thematic analysis identified five key factors shaping Chinese Grade 7 students’ motivation to learn English: exam pressure, parental expectations, teaching approaches, peer relationships and aspirations for success and recognition. These findings aligned closely with existing literature on L2 motivation and general academic motivation. Although valuable, the thematic findings alone felt surface-level and did not fully explain why motivation shifts over time or what drives its deeper fluctuations. Lacanian Reading of the Findings: A Lacanian interpretation provided a deeper understanding of the thematic patterns. Using Lacan’s three registers and the concept of desire, motivation was reconceptualised as a dynamic, desire-driven process rather than a stable trait. In the symbolic, exams and educational norms defined success and structured how students oriented themselves toward English learning. In the imaginary, students’ desire for recognition shaped by peers, teachers, and parents animated their engagement through rivalry, comparison and idealised self-images. The real emerged in moments of anxiety, frustration or trauma that disrupted these structures and either intensified or undermined motivation. Across the three individual cases, motivation remained strong when the symbolic and imaginary self-images resonated with manageable disruptions from the real, and weakened when these images misaligned or were shattered by traumatic events. In this view, motivation reflects students’ navigation of competing desires among the Chinese government, teachers, parents and themselves. References Dörnyei, Z., & Ushioda, E. (2021). Teaching and researching motivation (3rd ed.). Routledge. Lacan, J. (2006). Écrits: The first complete edition in English (B. Fink, Trans.). W. W. Norton & Company. Lacan, J. (2019). The four fundamental concepts of psychoanalysis (J.-A. Miller, Ed.; A. Sheridan, Trans.). Routledge. Lacan, J. (2021). Desire and its interpretations (J.-A. Miller, Ed.; B. Fink, Trans.). Polity Press. Nolen, S. B., Horn, I. S., & Ward, C. J. (2015). Situating motivation. Educational Psychologist, 50(3), 234–247. Norton Peirce, B. (1995). Social identity, investment, and language learning. TESOL Quarterly, 29(1), 9–31. Ushioda, E. (2009). A person-in-context relational view of emergent motivation, self and identity. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 215–228). Multilingual Matters. Ushioda, E. (2011). Context matters: A brief commentary on the papers by Housen et al. and Muñoz. International Review of Applied Linguistics in Language Teaching, 49(2), 187–189. Žižek, S. (2006). How to read Lacan. W. W. Norton & Company. Žižek, S. (2012). Less than nothing: Hegel and the shadow of dialectical materialism. Verso Books. Žižek, S. (2014). Event: Philosophy in transit. Penguin UK. Zuengler, J., & Miller, E. R. (2006). Cognitive and sociocultural perspectives: Two parallel SLA worlds? TESOL Quarterly, 40(1), 35–58. | ||