“All for Love, and Nothing for Reward,”: Psyche from Spenser to Lacan, and the Loss of Critical Values

2016 ◽  
Vol 23 (2) ◽  
pp. 143-168
Author(s):  
Thomas L. Martin ◽  
Duke Pesta

As a generation of Lacanian critics convert what Spenser does into a science of the formations of subjectivity and psycholinguistic desire, they miss Spenser's project of providing a unique account of human psychology in his encyclopedic work. Both Lacan and Spenser have detailed accounts of the operations of the human soul or psyche and the stages the subject passes through in each. As the essay contrasts these divergent models, a number of illuminating distinctions emerge. While in Lacan the self remains positioned in a single arena where the irreconcilable demands of subjectivity and intersubjectivity oppose one another perpetually, in Spenser the conditions of subjectivity are always perilous for the self, cut off from the nutriments of community and nature. Despite grand claims Lacanians have made on his behalf, Lacan's account of human nature cannot enter the heroic struggles of Spenser's second stage and so never fully engages the dynamics of Spenser's quest narrative. The story Lacan tells of the psyche is always the one that ends in a tragic thwarting. Whether we like Spenser's picture or not, it is clearly not the one espoused by Lacan. In the end, a comparative critical reading of Spenser helps correct an interpretive overeagerness by Lacanian critics, a cast of mind that is perhaps psychologically significant in itself. Spenser's cautionary tales about the pitfalls of subjectivity and its proper correctives outside the self contrast finally with a style of reading that mirrors the critics' own narcissistic obsessions more than they are willing to admit.

Author(s):  
Angela Franks

Abstract Drawing on Hegel, Judith Butler argues that the subject is the product of its desire for subject-ion. The subject, its gender, and even the sexed body itself come into being through reiterating or parodying preexisting norms and discourses of power (“performativity”). Butler rejects the realities of substance and a fixed human nature that would limit the possibilities of performativity. I summarize and assess Butler’s proposals, highlighting both the value and the drawbacks of her theory. I then show how John Paul II’s understanding of meaning and of the body as tasks takes up what is positive in Butler. He escapes the pitfalls of her thought, however, by retaining both metaphysics and revelation. He argues that the subject exists as substance or suppositum, which defends it against the encroachment of power. He also insists on the importance of human nature, which makes the human person to be the kind of substance who can form herself through the God-given task of creative action directed toward meaningful self-gift. Lastly, John Paul II emphasizes that the divine power of God enables the person to transcend the power dynamics of the culture of death.


2021 ◽  
Vol 258 ◽  
pp. 07033
Author(s):  
Vladimir N. Panferov ◽  
Svetlana A. Bezgodova ◽  
Anastasia V. Miklyaeva

The article presents the results of studying the personal maturity of adolescents aged 13-17 (n=1078) who are infantilized in intergenerational relationships (on the model of relations with parents and teachers). Empirical data were collected with the use of the Self-Assessment Scale of Personal Maturity, as well as the modified Dembo-Rubinstein Self-Assessment Diagnostic Method, which measured the actual self-assessment of adolescents’ adulthood, as well as reflected assessments of their own adulthood from the parents’ and teachers’ positions. Infantilization in intergenerational relationships was assessed by comparing the self-assessment of adulthood and the reflected assessments of parents and teachers. The results show that the relationships between adolescents, on the one hand, and parents and teachers, on the other hand, are characterized by a tendency to infantilization. Obvious infantilization is found in about 10 % of cases. Infantilization in intergenerational relationships affects, first of all, the regulatory maturity of adolescents, and its influence differs depending on who is the subject of infantilization: in the case of infantilization by parents, the regulatory maturity of adolescents decreases as they grow up, while in the case of infantilization by teachers it increases. In general, infantilization in relations with parents has more intense negative impact on the formation of personal maturity in adolescence, in comparison with infantilization on the part of teachers.


2016 ◽  
Vol 2 (1) ◽  
pp. 71
Author(s):  
Ni Nengah Selasih

<p><em>Human natur</em><em>e, </em><em> in terms of education, according Lengeveld is educabile animal, namely being able to be educated; educandum animal, the creature must be educated; </em><em>education</em><em> homo</em><em>,</em><em> that being on the side can and should be educated can and should educate. The role of education in fostering personality summed up in the goals of education derived or determined by the principle of ontological view and axiologis. Man is the subject, as well as objects of ed</em><em>u</em><em>cation. Cultured adult human is the subject of education in the sense of responsible education. Human undertaking to foster the commuity, preserve the natural environment together, primarily responsible for the dignity of humanity.</em><em></em></p><p><em>Based on the analysis of the structure of the human soul </em><em>and</em><em> personality</em><em>, the </em><em>human behavior is determined by the source and the id, ego, and superego.  Therefore, compulsory education </em><em>is </em><em>deepened to better understand </em><em>of </em><em>human behavior or character. In particular, for educational purposes, to understand human nature, personality, means to understand individual interests, aspirations, potentials, and personal identity, and are fundamental to the effectiveness of the educatonal process, an obligation also to respect the dignity, personality, and uniqueness of a person in order to self-realization.</em><em></em></p><p><em>Science of life for science education is a very valueble complementation. Pedagogic without the same life science with practice without theory. Education without understanding the human means to build something without knowing for what, how, and why people are educated. Without an understanding of the people, the unique nature of the individual, and the potential that it will be fostered, then education would be misdirected. Even without the good sense, then education would rape human nature.</em></p>


Author(s):  
G. A. Cohen

This chapter comments on Christine Korsgaard's views on reason, humanity, and moral law in the context of her ethics. In particular, it examines Korsgaard's response to the question inspired by Thomas Hobbes' second argument, the one about the sovereign: how can the subject be responsible to a law that it makes and can therefore unmake? Korsgaard's ethics descends from Immanuel Kant, but it contrasts in important ways with Kant's ethics. Korsgaard's subject is unequivocally the author of the law that binds it, for its law is the law of its practical identity, and the subject itself “constructs” that identity. In the case of the Kantian subject, we can say that it both is and is not the author of the law that binds it. The chapter considers Korsgaard's claim that morality is grounded in human nature, along with her position on the problem of normativity and on obligation.


Author(s):  
Gitanjali Kapila

Using the conceptual framework of the mirror-stage established by Lacan to describe the initial anchoring of the subject, this paper seeks to interrogate the mirror as the locus of a secondary elaboration of the hero’s journey which follows its traditional articulation adumbrated by Joseph Campbell in The Hero with a Thousand Faces. If the goal of the classic hero as Campbell suggests is to exit the nursery which represents the subject’s entrapment in Oedipal triangulation, this study posits that the successful selfrelease of the hero from the nursery simply sees him entering another nursery where the hero’s world is conceived of as a series of infinitely nested nurseries without exit. The mirror and its binding capture become the exemplary point of departure for the secondary elaboration of the journey for which, it turns out, the black heroine is the ideal adventurer. It is no wonder then that Jordan Peele’s Us is replete with mirrors functioning as cinematic signifiers for the portals effecting the subject’s displacement not towards an outer world of aggressive fathers and unobtainable ideal mothers; but, rather into a proximate encounter with the self, one precipitated by the mirror where the goal of the journey –the one that can only be revealed by the black heroine– is the apprehension of the “cipher of [her] moral destiny” and the unfathomable cartography of her true exit.


Plaridel ◽  
2017 ◽  
Vol 14 (2) ◽  
pp. 73-90
Author(s):  
Jaimee Faith J. Santos

The subject of my paper is the author. I aim to explore how the self-conscious author functions in Fish-Hair Woman (2012), a metafictional novel by Merlinda Bobis. I begin with a brief discussion of how the author is constructed, first, in Philippine literary criticism, and second, in light of the collapse of the humanist tradition of valorizing the writer, which prompted the proclamation of the author’s “death” and rendered her irrelevant to the text and to criticism. But does the author stay dead? In metafiction, in particular, the author manages to “write” herself into the text using self-consciousness. I find that, while it is impossible to overlook the author’s decentered status, it is equally untenable to ignore how an overt “manifestation” of the author functions within the text. Through my reading of Fish-Hair Woman, I attempt to examine how the author’s self-consciousness results in two seemingly contradicting implications. On the one hand, the author’s constant references to herself allows her to “live” through the text, reinforcing the Barthesian notion that the author limits the text and its possible interpretations. On the other hand, the author’s constant references to herself as a subject exposes the author’s own limitations. This, in turn, “re-opens” the text, by giving room to questions about other perspectives that are not or cannot be represented in the text.


Kepes ◽  
2021 ◽  
Vol 18 (24) ◽  
pp. 197-231
Author(s):  
Miguel A. Romero-Ramírez ◽  
Duncan Reyburn

This article proposes to resolve an internal ambiguity in the subdiscipline called Everyday Aesthetics (EA), systematized by the researcher Horacio Pérez-Henao, according to whom the extension of aesthetics to the everyday has been done, on the one hand, by means of a consideration of an expansive object and subject according to aesthesis itself, as mainly proposed by Katya Mandoki, and, on the other hand, by means of a restrictive object and subject according to the parameters of an authentic aesthetic experience, a theory headed by John Dewey. Methodology: To resolve this tension, a hermeneutic methodology known as the fourfold sense of being, related to Hegelian dialectic, albeit with important modifications supplied by William Desmond was used. This methodology allows a suitable way to explore and discuss different approaches in everyday aesthetics epitomized by Mandoki and Dewey, and makes possible the proposal of a third way, epitomized by G. K. Chesterton. Results: Bearing in mind the original intention of EA—according to which the everyday must be revitalized from an aesthetic perspective, as explained by Joseph Kupfer, it is argued that the two alternate positions of Mandoki and Dewey are unsatisfactory; an attempt is therefore made to respond to this through the analysis of the aesthetic approach of G. K. Chesterton. From his aesthetic reflections, it can be ascertained that to revitalize daily life, the object must be expansive and the subject, restrictive, from a certain méthodos and according to patterns that qualify an everyday aesthetic experience. All of this seeks to pave the way for subsequent investigations of EA being both expansive and restrictive. Finally, it is argued that this Chestertonian EA converges with and extends the aesthetics of design of Jane Forsey, and thus shows that design itself can be revitalized in keeping with a restrictiveexpansive approach to everyday aesthetics. Conclusion: aesthetics should be expansive every day, in that it should concern itself with any aspect of daily life, and restrictive, in that it should set certain limits on the self and its intentions with regard to the possibilities of aesthetic experience.


Author(s):  
Elide Pittarello

The life and artworks of Salvador Dalí (1904-1989) are closely interconnected and thoroughly documented. Returning to the hybrid portraits painted by the young artist in the 1920s gives us, on the one hand, the chance to recall a phase in his maturing process which, with few exceptions, is often undervalued by art historians and curators, especially those who are not Spanish. On the other, it can allow us to reaffirm Federico García Lorca’s crucial role in their conception and iconic execution between 1925 and 1927. After the influence of the painter Rafael Barradas from Uruguay, Dalí chose the authoritative model of Picasso, the undisputed master. Encouraged by Luis Buñuel, who had moved to Paris, Dalí visited Picasso in 1926. After that meeting he started to paint multiple heads and self-portraits which include García Lorca’s silhouette. As to avant-garde arts and their porous boundaries, the friendship uniting García Lorca, Buñuel and Dalí was fructuous from the time when they lived at the Residencia de Estudiantes in Madrid. In this institution, open to the most original innovations of European culture, certain aesthetic motives emerged which each developed in his own inimitable way: the subject as a mask, the self being the other, the body reduced into pieces of anatomy, putrefied remains, aberrant mix of organic and inorganic stuff.


Muzikologija ◽  
2011 ◽  
pp. 251-266
Author(s):  
Natasa Marjanovic

Hamlet is well-known as the most famous tragedy written by William Shakespeare. This dramatic work has, throughout the centuries, lead numerous writers, poets, literary-critics and philosophers to think about universal issues of life, human nature, love, loyalty and friendship. Hamlet has not just been the subject of discussion from the point of view of the theory of literature and human psychology and philosophy, it has also directly inspired the creation of many artistic works. One of those works which forms the main subject-matter of this paper is the almost unknown music for Hamlet by Enriko Josif. Enriko Josif was an extraordinary figure, a versatile artist and thinker, almost a kind of philosopher. In his opinion and in accordance with his inner feeling, art was a matter of divine creation first of all. He admired those artists who dealt with difficult issues of life in their works of art and William Shakespeare was to him one of the most prominent among them. In general terms, we have highlighted certain general points about Josif?s views on an artist?s life and work and have presented our notions about his piece. Specifically, we have tried to point out personal views that Josif held about Hamlet, as well as the most important features of Josif?s music, which are broadly in accordance with the literary, ethical, philosophical and theological critical tradition surrounding this masterpiece.


Based on the issue of the genesis of subjectivity, the authors of the article turn to the Hegelian model, which captures the two-sided and fundamentally changeable nature of the relationship between subject and object. The article substantiates the idea that imagination, being considered outside of the context of psychologization or reduction of it only to the reproductive aspect, is a source of binary differences fundamental to philosophical thought. Following Hegel’s dialectical method, the authors note that the presence of the image already indicates the difference between the two dimensions of consciousness and knowledge. The image expresses the primary truth of substance and, at the same time, the way it is subjectively given. There is a differentiation of the subjective moment of Being with the realization of fantasy. All formations of Spirit are interpretations of the figurative series, primal scenes, the analog of which was studied by classical psychoanalysis. From this perspective, the genesis of such subjective modes as consciousness, self-consciousness and mind inevitably includes symbolization, interpretation of the "Self" images, cognizing, willing and acting in various situations and contexts. The study of the concepts developed by Hegel, Kennouche, Verene and Merleau-Ponty allows concluding about two arguments in favor of the fundamentality of imagination. This refers, on the one hand, to subjective imagination that generates meanings and the need for their interpretation and, on the other hand, to the initial form of synthesis, on the basis of which, the subject and object of cognition, formations of consciousness and types of knowledge characteristic of them are further distinguished. The image, being the first meeting of the concrete and universal, is capable of setting the plot of one or another form of subjectivity.


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