In this study, I explore the connections between Freud’s metapsychology and the practice of psychoanalysis. Until his very last papers, Freud continued to assert that the specificity of the genuine psychoanalytic cure was the research of infantile memory. In 1937 he wrote: “What we are in search of is a picture of the patient’s forgotten years that shall be alike trustworthy and in all essential respects complete” (Freud, 1937b, p.258). In order to perceive how this picture of a patient’s forgotten years is to be found not in the discovery of an archive-memory but through the construction of an infantile mode of thinking, it is necessary to go back to a theory of memory that Freud elaborated during the first twenty years of his metapsychological work. Reminiscences are not faithful representations of the past but the outcome of a conflict between conscious and unconscious ideas. In the same way, memory is not an apparatus that registers the past but a system that inscribes contingent scenes of existence within a psychical destiny. Freud researched this psychical destiny through the description of an unconscious mode of thinking and through the invention of a new form of writing: a metapsychological writing. I propose to read the construction of a metapsychology as a grid on which one can write unconscious ideas. My focus throughout this work is to understand the functioning of the metapsychological grid and to answer the question of what it reveals in the clinical encounter. I discovered that the answer to this question could be located in Freud’s clinical paper A Child is Being Beaten (1919) and it involved the construction of a masochistic phantasy. A Child is Being Beaten stands, therefore, outside the timescale of this thesis, as an icon that captures the discursive argument of the whole.

Freud : memory and the metapsychological witch

espanolEste trabajo se situa en el campo de la didactica de lenguas-culturas y es el resultado de una investigacion para la accion llevada a cabo durante 6 anos en diversos contextos educativos en Espana. Nuestro objetivo es responder a las preguntas siguientes: ?Que lugar conceden las metodologias actuales de ensenanza-aprendizaje de lenguas extranjeras a la cultura y a la literatura? ?Como se podrian transmitir estas competencias de manera acorde con los manuales espanoles de Frances Lengua Extrajera? En primer lugar, se reflexionara acerca de la nocion de cultura y de las problematicas que dicho concepto genera en el campo de la didactica de FLE en nuestro pais. En segundo lugar, a partir del analisis de un corpus de obras de Marcel Proust, R. Queneau, G. Perec y A. Ernaux, presentaremos las caracteristicas que hacen de la literatura de lo intimo una fuente muy enriquecedora para ensenar la cultura en todas sus dimensiones paralelamente a la cultura materna. Finalmente, se presentaran propuestas practicas a partir de algunos textos de estos autores y desarrolladas en distintos contextos educativos en Espana. EnglishThis work fits into the broader study of languages and cultural didactics. This is the result of a 6 years Action-Research project developed in several teaching contexts in Spain. Our main aim is to answer to the following questions: What place do culture and literature occupy in today’s foreign languages’ teaching and learning methodologies? How could these skills be transmitted according to Spanish methods for teaching French as a Foreign Language? First of all, we will reflect on the notion of culture as well as on some of its problems in the field of FFL in Spain. Secondly, we will analyse some of the reasons which make personal literature a very rich source to teach culture in all its dimensions and in parallel with the mother culture by the means of a corpus of M. Proust, R. Queneau, G. Perec and A. Ernaux. Finally, a few ideas will be given to practically work with the texts of these authors. francaisCe travail s’inscrit dans le domaine de la didactique des langues-cultures. Resultat d’une recherche-action menee pendant 6 ans dans divers contextes scolaires en Espagne, il vise a repondre aux questions suivantes : Quelle place ont la culture et la litterature dans les methodes actuelles d’enseignement-apprentissage des langues etrangeres ? Comment transmettre ces competences en accord avec les manuels de FLE en Espagne ? Tout d’abord, nous reflechirons sur la notion de culture et des problematiques que cela genere dans le domaine de la didactique du francais dans notre pays. Ensuite, nous presenterons les caracteristiques qui rendent la litterature de l’intime une source tres riche pour enseigner la culture dans toutes ses dimensions en parallele avec la culture maternelle, a partir de l’analyse d’un corpus d’ouvrages de M. Proust, R. Queneau, G. Perec et A. Ernaux. Enfin, nous presenterons des propositions pratiques a partir de certains textes de ce corpus faites dans plusieurs contextes educatifs en Espagne.

/pdf/quelle-s-culture-s-et-litterature-s-enseigner-en-cours-de-1zhnwq47hm.pdf

Quelle(s) culture(s) et littérature(s) enseigner en cours de français en contextes scolaires espagnols

Fallen Worlds and Artificial Temples: Mathematics' Redemptive Role in the Work of Raymond Queneau

Auch Raymond Queneau begann als Autor im Rahmen der surrealistischen Bewegung. 1924 lernte er zunachst Leiris, spater dann Soupault und Breton kennen und unterstrich seine Zugehorigkeit zum Surrealismus durch haufige Besuche im Bureau central de recherches surrealistes. Queneaus erste Veroffentlichung war ausgerechnet ein Traumbericht in der dritten Nummer von „La Revolution surrealiste“ (April 1925). Es folgten weitere Publikationen im selben Organ, so ein surrealistischer Text im Oktober des gleichen Jahres, 1927 das Gedicht „Le Tour de l’Ivoire“, und die elfte Folge von „La Revolution surrealiste“ weist sogar vier Beitrage Queneaus auf Vor seinem Bruch mit Breton den er, wie auch Leiris, durch Mitarbeit an dem Pamphlet „Un cadavre“ bekraftigte, nahm Queneau 1928 auch an den Gesprachen der Surrealisten uber Sexualitat teil.

Teresa Bridgeman

Papers

Chêne et chien