My discourse proceeds in the following way: each term is sustained only in its topological relation with the others.

Jacques Lacan | Book XI: The Four Fundamental Concepts of Psychoanalysis


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  • LX:38 | Fertility of the Didactic Action

LX:38 | Fertility of the Didactic Action

You see, there are two ways of applying a discipline which is structured as a teaching. There’s what you hear, and then what you make of it. These two planes do not overlap, but they can be made to join up in a certain number of secondary signs. It is from this angle that I see the fertility of every truly didactic action. It is not so much a question of transmitting concepts to you, as of explaining them to you leaving you the task, and the responsibility, of filling them in. But something else is perhaps even more imperative, which is to point out to you those concepts which should never be made use of. (274)


Source

Lacan, Jacques. The Seminar of Jacques Lacan Book I: Freud's Papers on Technique 1953-1954.  Trans. John Forrester.  Ed. Jacques-Alain Miller.  W.W. Norton & Company, Inc. 1991. 


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Lexicon Entries

Socratic Midwifery; The 'Claro, Pero' Paradox; The Most Basic Sphere of Concern is Schooling

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