How to return to subjectivity? Natorp, Husserl, and Lacan on the limits of reflection

This article discusses the recent call within contemporary phenomenology to return to subjectivity in response to certain limitations of naturalistic explanations of the mind. The meaning and feasibility of this call is elaborated by connecting it to a classical issue within the phenomenological tradition concerning the possibility of investigating the first-person perspective through reflection. We will discuss how this methodological question is respectively treated and reconfigured in the works of Natorp, Husserl, and Lacan. Finally, we will lay out some possible consequences of such a cross-reading for the conception of subjectivity and the concomitant effort to account for this dimension of first-person experience in response and in addition to its omission within the standard third-person perspective of psychological research

Love, artificiality and mass identification

How are we to understand the phenomenon of mass identification, epitomized in recent exhibitions of national feeling such as that of South Africa’s 2010 Football World Cup celebrations? Rather than focussing on the concepts of discourse and nationalism, or advancing an analysis of empirical data, this paper outlines a conceptual response to the challenge at hand, drawing on the tools of psychoanalytic theory. Three explanatory perspectives come to the fore. Firstly, such exhibitions of mass emotion might be understood as demonstrations of love, as examples of the libidinal ties that constitute and consolidate mass identification. Secondly, the marked artificiality of such displays of emotion and the fact of the ‘externality’ they entail might be seen, paradoxically, to be essential rather than inauthentic or secondary features of the displays in question. Thirdly, we might advance, via Lacan, that many of our most powerful emotions require not only recourse to the field of the inter-subjective, but reference also to the anonymous, ‘fictional’ framework of available symbolic forms

The Irredeemable Debt: On the English Translation of Lacan's First Two Public Seminars

This is an Accepted Manuscript of an article published by Edinburgh University Press in Psychoanalysis and History . The Version of Record is available online at: https://www.euppublishing.com/doi/10.3366/pah.2017.0214Drawing on archival sources and personal recollections, this essay reconstructs the troubled history of the first robust attempt at making the works of the French psychoanalyst Jacques Lacan newly available to an anglophone readership, after his death in 1981. It details how the project was initiated by John Forrester as part of a large-scale initiative to generate translations of both Lacan’s own texts and seminars, and various books written in the Lacanian tradition. If, almost seven years after it was conceived, Forrester’s project only resulted in the publication of English translations of Lacan’s first two public seminars, the essay demonstrates that this was not owing to disagreements over the quality of Forrester’s work, but because of two consecutive sources of resistance. External resistance from publishers first led to the initial project being reduced to the translation of two seminars, whereas internal resistance from Lacan’s son-in-law Jacques-Alain Miller to Forrester’s vision of presenting the seminars with a full scholarly apparatus subsequently brought about delays in its execution

Dangerous liaisons: youth sport, citizenship and intergenerational mistrust

This is an Accepted Manuscript of an article published by Taylor & Francis in International Journal of Sport Policy and Politics on 24/3/2014, available online: DOI 10.1080/19406940.2014.896390This paper reflects on and offers a critical analysis of the relationship between youth sport and citizenship development, in practice and in the UK policy context of sports coaching and physical education. While deploying data and insights from a recently completed research project in England, which identified substantial tensions in intergenerational relationships in sport and coaching, the argument and analysis also invokes wider international concerns and more generally applicable implications for policy and practice. Drawing heuristically upon the philosophy of Dewey (2007 [1916]), it is recognised that the concept of citizenship as a form of social practice should seek to encourage the development of complementary traits and dispositions in young people. To develop socially and educationally thus entails engagement in meaningful social and cultural activity, of which one potentially significant component is participation in youth sport, both within and outside formal education. However, it is argued that any confident assumption that sporting and coaching contexts will necessarily foster positive traits and dispositions in young people should be considered dubious and misplaced. Deploying a Lacanian (1981) perspective to interpret our data, we contend that ‘liaisons’ and interactions between coaches and young people are often treated suspiciously, and regarded as potentially ‘dangerous’

Recognising Desire: A psychosocial approach to understanding education policy implementation and effect

It is argued that in order to understand the ways in which teachers experience their work - including the idiosyncratic ways in which they respond to and implement mandated education policy - it is necessary to take account both of sociological and of psychological issues. The paper draws on original research with practising and beginning teachers, and on theories of social and psychic induction, to illustrate the potential benefits of this bipartisan approach for both teachers and researchers. Recognising the significance of (but somewhat arbitrary distinction between) structure and agency in teachers’ practical and ideological positionings, it is suggested that teachers’ responses to local and central policy changes are governed by a mix of pragmatism, social determinism and often hidden desires. It is the often underacknowledged strength of desire that may tip teachers into accepting and implementing policies with which they are not ideologically comfortable