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Journal ArticleDOI

The Four Fundamental Concepts of Psycho-Analysis

01 Jul 1979-American Journal of Psychiatry (American Psychiatric Publishing)-Vol. 136, Iss: 7, pp 1000-1001
About: This article is published in American Journal of Psychiatry.The article was published on 1979-07-01. It has received 677 citations till now.
Citations
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Journal ArticleDOI
TL;DR: There is a scene in the cultural writings of English colonialism which repeats so insistently after the early nineteenth century-and, through that repetition, so triumphantly inaugurates a literature of empire-that I am bound to repeat it once more as discussed by the authors.
Abstract: There is a scene in the cultural writings of English colonialism which repeats so insistently after the early nineteenth century-and, through that repetition, so triumphantly inaugurates a literature of empire-that I am bound to repeat it once more. It is the scenario, played out in the wild and wordless wastes of colonial India, Africa, the Caribbean, of the sudden, fortuitous discovery of the English book. It is, like all myths of origin, memorable for its balance between epiphany and enunciation. The discovery of the book is, at once, a moment of originality and authority, as well as a process of displacement that, paradoxically, makes the presence of the book wondrous to the extent to which it is repeated, translated, misread, displaced. It is with the emblem of the English book-"signs taken for wonders"-as an insignia of colonial authority and a signifier of colonial desire and discipline, that I want to begin this essay.

629 citations

Book
01 Dec 2004
TL;DR: Acknowledgements Groundwork Ethics Reflexivity Ethnography Interviewing Narrative Discourse Psychoanalysis Action research Criteria Reporting References Index as mentioned in this paper ] is a collection of references from the Web.
Abstract: List of boxes Acknowledgements Groundwork Ethics Reflexivity Ethnography Interviewing Narrative Discourse Psychoanalysis Action research Criteria Reporting References Index.

548 citations

Book
22 Aug 2003
TL;DR: In this article, Freedman ofrece un marco conceptual for the ensenanza de las artes visuales desde un punto de vista cultural, and proporciona the base teorica sobre la cual desarrollar un plan de estudios that sienta las bases for la educacion artistica posmoderna (K-12 and educacion superior).
Abstract: La cultura global esta cambiando rapidamente, desde la comunicacion basada en texto a la saturacion de imagenes. La cultura visual esta en todas partes: en la television, en los museos, en las revistas, en los cines, en las vallas publicitarias, en Internet y en los centros comerciales. Como resultado, aprender sobre las complejidades de la cultura visual se esta volviendo cada vez mas critico para el desarrollo humano. Este es el primer libro que se centra en la ensenanza de la cultura visual. El autor proporciona la base teorica sobre la cual desarrollar un plan de estudios que sienta las bases para la educacion artistica posmoderna (K-12 y educacion superior). Basandose en los fundamentos de la teoria social, cognitiva y curricular, Freedman ofrece un marco conceptual para la ensenanza de las artes visuales desde un punto de vista cultural. Los capitulos discuten: cultura visual en una democracia; estetica en el curriculo; consideraciones filosoficas e historicas; cambios recientes en el campo de la historia del arte; conexiones entre arte, desarrollo estudiantil y cognicion; interpretacion del arte dentro y fuera de la escuela; el papel de las bellas artes en el plan de estudios; tecnologia y docencia; la television como plan de estudios nacional; evaluacion y produccion artistica de los estudiantes; y mucho mas

384 citations


Cites background from "The Four Fundamental Concepts of Ps..."

  • ...The creation of self is based on the subject being invested with certain characteristics through symbolic representation (Lacan, 1977)....

    [...]

Book
01 Jan 2003
TL;DR: In this article, the authors argue that learning is not discrete categories, and to think that they are is to misunderstand the nature of learning, and that it is more accurate to conceive "formality" and "informal" as attributes present in all circumstances of learning.
Abstract: Learning is often thought of as ‘formal’, ‘informal’ or ‘non-formal’. This report suggests that these are not discrete categories, and to think that they are is to misunderstand the nature of learning. It is more accurate to conceive ‘formality’ and ‘informality’ as attributes present in all circumstances of learning. The priority for research is then to identify these attributes, explore their relationships, and identify their effects on learners, teachers and the learning environment.

334 citations

Journal ArticleDOI
TL;DR: The authors proposes a discourse approach to understand neoliberalism as a circuitous process of socio-spatial transformation, which is not a "top-down" or "bottom-up" phenomenon.
Abstract: Contemporary theorizations of neoliberalism are framed by a false dichotomy between, on the one hand, studies influenced by Foucault in emphasizing neoliberalism as a form of governmentality, and on the other hand, inquiries influenced by Marx in foregrounding neoliberalism as a hegemonic ideology. This article seeks to shine some light on this division in an effort to open up new debates and recast existing ones in such a way that might lead to more flexible understandings of neoliberalism as a discourse. A discourse approach moves theorizations forward by recognizing neoliberalism is neither a ‘top-down’ nor ‘bottom-up’ phenomena, but rather a circuitous process of socio-spatial transformation.

272 citations


Cites background from "The Four Fundamental Concepts of Ps..."

  • ...This in itself, however, is the recognition of the existence of certain structures through the distinctions we make, even if they are not given as natural material realities reflecting a ‘real world’ and only exist as abstractions produced by the systems of symbolization we learn (Lacan, 1998)....

    [...]

References
More filters
Journal ArticleDOI
TL;DR: There is a scene in the cultural writings of English colonialism which repeats so insistently after the early nineteenth century-and, through that repetition, so triumphantly inaugurates a literature of empire-that I am bound to repeat it once more as discussed by the authors.
Abstract: There is a scene in the cultural writings of English colonialism which repeats so insistently after the early nineteenth century-and, through that repetition, so triumphantly inaugurates a literature of empire-that I am bound to repeat it once more. It is the scenario, played out in the wild and wordless wastes of colonial India, Africa, the Caribbean, of the sudden, fortuitous discovery of the English book. It is, like all myths of origin, memorable for its balance between epiphany and enunciation. The discovery of the book is, at once, a moment of originality and authority, as well as a process of displacement that, paradoxically, makes the presence of the book wondrous to the extent to which it is repeated, translated, misread, displaced. It is with the emblem of the English book-"signs taken for wonders"-as an insignia of colonial authority and a signifier of colonial desire and discipline, that I want to begin this essay.

629 citations

Book
01 Dec 2004
TL;DR: Acknowledgements Groundwork Ethics Reflexivity Ethnography Interviewing Narrative Discourse Psychoanalysis Action research Criteria Reporting References Index as mentioned in this paper ] is a collection of references from the Web.
Abstract: List of boxes Acknowledgements Groundwork Ethics Reflexivity Ethnography Interviewing Narrative Discourse Psychoanalysis Action research Criteria Reporting References Index.

548 citations

Book
22 Aug 2003
TL;DR: In this article, Freedman ofrece un marco conceptual for the ensenanza de las artes visuales desde un punto de vista cultural, and proporciona the base teorica sobre la cual desarrollar un plan de estudios that sienta las bases for la educacion artistica posmoderna (K-12 and educacion superior).
Abstract: La cultura global esta cambiando rapidamente, desde la comunicacion basada en texto a la saturacion de imagenes. La cultura visual esta en todas partes: en la television, en los museos, en las revistas, en los cines, en las vallas publicitarias, en Internet y en los centros comerciales. Como resultado, aprender sobre las complejidades de la cultura visual se esta volviendo cada vez mas critico para el desarrollo humano. Este es el primer libro que se centra en la ensenanza de la cultura visual. El autor proporciona la base teorica sobre la cual desarrollar un plan de estudios que sienta las bases para la educacion artistica posmoderna (K-12 y educacion superior). Basandose en los fundamentos de la teoria social, cognitiva y curricular, Freedman ofrece un marco conceptual para la ensenanza de las artes visuales desde un punto de vista cultural. Los capitulos discuten: cultura visual en una democracia; estetica en el curriculo; consideraciones filosoficas e historicas; cambios recientes en el campo de la historia del arte; conexiones entre arte, desarrollo estudiantil y cognicion; interpretacion del arte dentro y fuera de la escuela; el papel de las bellas artes en el plan de estudios; tecnologia y docencia; la television como plan de estudios nacional; evaluacion y produccion artistica de los estudiantes; y mucho mas

384 citations

Book
01 Jan 2003
TL;DR: In this article, the authors argue that learning is not discrete categories, and to think that they are is to misunderstand the nature of learning, and that it is more accurate to conceive "formality" and "informal" as attributes present in all circumstances of learning.
Abstract: Learning is often thought of as ‘formal’, ‘informal’ or ‘non-formal’. This report suggests that these are not discrete categories, and to think that they are is to misunderstand the nature of learning. It is more accurate to conceive ‘formality’ and ‘informality’ as attributes present in all circumstances of learning. The priority for research is then to identify these attributes, explore their relationships, and identify their effects on learners, teachers and the learning environment.

334 citations

Journal ArticleDOI
TL;DR: The authors proposes a discourse approach to understand neoliberalism as a circuitous process of socio-spatial transformation, which is not a "top-down" or "bottom-up" phenomenon.
Abstract: Contemporary theorizations of neoliberalism are framed by a false dichotomy between, on the one hand, studies influenced by Foucault in emphasizing neoliberalism as a form of governmentality, and on the other hand, inquiries influenced by Marx in foregrounding neoliberalism as a hegemonic ideology. This article seeks to shine some light on this division in an effort to open up new debates and recast existing ones in such a way that might lead to more flexible understandings of neoliberalism as a discourse. A discourse approach moves theorizations forward by recognizing neoliberalism is neither a ‘top-down’ nor ‘bottom-up’ phenomena, but rather a circuitous process of socio-spatial transformation.

272 citations