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Conceptualization of transference between the teacher and the learner

Zala Krajnc (2017) Conceptualization of transference between the teacher and the learner. MSc thesis.

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    Abstract

    The theoretical research of the master’s thesis discusses the conceptualization of transference between the teacher and the learner drawn from the transference relationship between the analyst and the analysand based on psychoanalysis. The thesis shows the reasons for the emergence of transference, the establishment of a transference relationship between the analyst and the analysand and between the teacher and the learner. Both common positions and the differences between psychoanalysis and education are also described. The question is whether and how the chosen academics in the field of philosophy of education addressed the relationship that is described with the concept of transference in psychoanalysis, but also how the analyst and the teacher can identify the unconscious processes that affect analysis or education. The first part defines the concept of transference as identified by Freud, Lacan and some other psychoanalysts. However, the second part discusses the conceptualization of transference between the teacher and the learner. The research shows that there is a connection between the psychoanalytic notion of a father and the emergence of transference. The transference between the teacher and the learner emerges when the teacher takes the position of a “father figure”, a position in the structure of speech that allows the introduction of the Symbolic Order. According to Lacan, this presents the Ego Ideal and a point of symbolic identification. However, symbolic identification is an important process through which the learner can internalize the rules or the Symbolic Order, whereas the teacher can have an influence on the learner through the internalized social norms. A successful completion of this process is crucial for the establishment of autonomy, responsibility and freedom, which go hand in hand with an individual’s personal development. The transference is also related to knowledge and for this purpose, Lacan uses the concept of the “subject supposed to know”. The teaching can therefore be successful if the teacher follows this process. In addition, because the learner assumes that the teacher possesses a depth of knowledge, the teacher seems to be worthy of being loved and this creates the desire to acquire knowledge and learn. We note that the teacher should analyse and reflect their educational activities. Nevertheless, the reflection of actions in terms of “consciousness” is often not enough. The master’s thesis raises the question of how the teacher should reflect the unconscious part of their own actions. This relates to the teacher’s personal analysis and remains an open problem due to the individual and personal nature of the decision. In line with the conducted study, the attention of teachers should be drawn to the reciprocal impact of the unconscious regarding educational actions and to the importance of exploring their own unconscious.

    Item Type: Thesis (MSc thesis)
    Keywords: transference, psychoanalysis, school, education, teacher
    Number of Pages: 60
    Language of Content: Slovenian
    Mentor / Comentors:
    Mentor / ComentorsIDFunction
    izr. prof. dr. Janez KrekMentor
    Link to COBISS: http://www.cobiss.si/scripts/cobiss?command=search&base=50126&select=(ID=11899721)
    Institution: University of Ljubljana
    Department: Faculty of Education
    Item ID: 4951
    Date Deposited: 22 Jan 2018 19:34
    Last Modified: 22 Jan 2018 19:34
    URI: http://pefprints.pef.uni-lj.si/id/eprint/4951

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