The Paternal Metaphor | Seminar V | Jacques Lacan
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- Опубликовано: 15 окт 2023
- Thought in Motion is a series dedicated to the Seminars of psychoanalyst Jacques Lacan. This video covers lectures 8 and 9 of Seminar 5.
Time Stamps
02:01 The Name-of-the-Father
03:48 "The Cuckoldification of Desire"
05:36 The Big Other
06:30 Psychosis
08:03 The Oedipus Complex: Three Questions
10:49 The Paternal metaphor
17:09 Genitalization
19:46 Claustration: Fear and Boredom
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Playlist for Seminar V:
• Seminar V (1957-1958) ...
For the entire playlist of this series, go here:
• Thought in Motion: The...
#signifier #nameofthefather #paternalmetaphor #bigother #subjectivity
pointing is the becoming meta of signifiers in saying something about looking rather than just thatness.
symbolic integration.
conceptually facilitated object permanence and the emotional okayness of resting on notions rather than affective assurances is a stage of positive disintegration that is integrative in the higher sense of repurposing its own animal to a chosen real as the real of the imaginary and spending the rest of the time negotiating the symbolic conditions of affective enchantment through the Other.
Always love seeing your new works 🎉
Fascinating as always. Thank you for sharing
How you described claustration in relation to the topic of the video was fascinating!
I often relate to it in the context of a classroom. The educator is responsible for the boundaries of a child's behavior within a classroom, employing both the prescriptive, "Yes!" and a proscriptive, "No!". When one is successful in implementing this structure (which is worth a discussion alone), the libidinous drives are able to be diverted into the symbolic and socially productive goals the institution the pedagog is employed to accomplish.
It reminds me of a Power Cycle from thermodynamics. In the classic example, a piston harneses and converts chemical energy towards useful mechanical work. The design of a piston forces the explosions between the cylinder and piston into cycles of expansion and compression.
The more curious aspect to me is investigating how this functions within group dynamics since it perhaps provides a perspective in understanding how "ADHD" may work, but within a singular mind.
As always, some very engaging and thoughtful points here. Without realizing it, I incorporated some of these ideas when I had to compose my teaching philosophy for my university. The comment on ADHD is also interesting as my clinical practice over the last 10 years has predominately focused on assessment of individual presenting with ADHD-related symptoms. One theory around this diagnosis focusing the idea of "optimal stimulation" and the increased "need for novelty." If boredom is a "welcomed" consequence of symbolic structuring, it would be worth reflecting on whether there is a unique subjective structure tied to individuals who today we say have this condition.
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Hmm, while I'm not too sure what a clinical assessment would look like for the purposes of diagnosis, I can tell you that the classroom itself can enter a state of "ADHD" causing everyone's behavior to become erratic!
I often think back to this hilarious clip from a popular sitcom. Many people in the comments section seem to relate to it as well.
ruclips.net/video/AbSehcT19u0/видео.html
I realized watching it that it also portrayed what it's like from a teacher's perspective, except the issues are emanating from inside the classroom. If one were to say that there is a "classroom" inside one's mind or perhaps a "Primal Horde", then we can connect it back to psychoanalytic theory. If when we talk about the Name-of-the-Father in terms of how signifiers are regulated in relation to each other within a Subject, then what I am referring to is how Subjects are regulated in relation to each other within a Master's Discourse.
It is extremely exhausting and impossible to Observe every student at the same time, especially once already in a chaotic/"ADHD" state. The solution is what relates to the formation of the Superego, whereas the teacher is incentivized in keeping everyone constantly busy with symbolically sanctioned activities, in order to accumulate enough time to invest back into the structure of the classroom, which then affords you more time to continually maintain and hopefully address individual students. The work often being ritualized.
To connect this back to what you said at the beginning of the video, "God aims at healing the weakest link, in other words, the relationship between fathers and sons is often the most broken of human relations" because the transgressor, often the most impulsive and recalcitrant, sets the bar or rate for the group, and is often the Abject upon which all others are measured in relation to.
I emphasize surplus time because I often observe people who present "ADHD" like symptoms with this thrift-like relationship to their Superego: driving and texting, eating and watching their phone, having a conversation and not listening, reading and digressing in thought. What they have share in common, is an attempt in "saving time". It's as though they have that one impulsive student running around in their mind to which they cannot tame continuing a cycle of band-aid fixes in which one is always behind like Hal attempting to fix that lightbulb.
Is it possible to think about neurosis, psychosis, perversion and other types of structures that do not fit within that triad (like madness for example), within certain degrees? Lacan seems to eradicate any form of quantity or degree on his mathemes and logic, because many pathological structures seem to exist in the same modality or scheme (L, Z, R or I), but also seem to lack any degrees, only terms organize in a different modality or covariant relationship, like, I'm not sure if one could not say that someone has a more neurotic or less neurotic structure because there are no quantities. Although Freud seemed to think about psychodynamic structures in terms of quantities (like quantum of energies in trauma). This logic does not seem to add or match up with Lacan's.
This seems to fall under the ontological basis for psychoanalisis. Is the signifier created by energy or is it the signifier that produces the quantum of energy?
Lacan seems to adopt the second position, energy as a byproduct of the signifying chain and its methaporical-metonymic articulation, but I don't think it's possible for the signifier and its articulation to even exist without energy in the first place, because that would presuppose that the signifier and its materiality exists beyond the contemporary laws of physics (and this is also the broken bridge that cannot link psychoanalysis to contemporary physics). I think it's both, the signifier and its articulation/structure is produced by energy and its articulation also produces as a byproduct another quantum of energy. A circular and bidimensional problem in terms of Lacan's topology.
What do you think about this issue?
I'm not sure if you're a RUclips Comments guy, but I've subscribed for a while and while i thought it was an idiosyncrasy or one-off at first,
but I'm wondering if there's a significant purpose for pausing before saying "Be well" in your tagline. I come from a mindfulness practice background so i wondered if it's part of speaking thoughtfully or making an often mundane throwaway phrase more deliberative?
lmk if u feel like sharing
I began doing it out of a sincere wish for the wellness of my viewers, adding a pause for emphasis. That remains the case but I continue to do it out a sense of ritual as well and vary the length of the pauses out of some quirky sense of humor I have, which admittedly I am probably the only who finds funny..