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Anfang der 1990er Jahre haben die anglophonen Geographien damit begonnen, sich mit dem Verhältnis von Psychoanalyse und Stadt auseinanderzusetzen. Ausgehend hiervon kam es Anfang der 2000er Jahre zum Ausruf eines psychoanalytic turn und zur Etablierung von Subdisziplinen, wie den psychoanalytic geographies und der psychoanalytic planning theory, die in den letzten Jahren zu etablierten Bestandteilen der wissenschaftlichen Auseinandersetzung mit Städten im anglophonen Raum geworden sind. Da ein solcher turn hierzulande ausgeblieben ist, stellt sich dieser Beitrag die Frage nach dem Potential einer psychoanalytischen Stadtforschung im deutschsprachigen Raum. Hierzu verfolgt der Autor die These, dass die Stadt bereits in ihrer Entstehung durch das Unbewusste heimgesucht wird. Das urbane Unbewusste kennzeichnet eine Art konstitutiven Störfaktor, der sich in die Topologie der Stadt einschreibt und die Stadt als Objekt (der Stadtforschung) in letzter Instanz unmöglich macht. Ausgehend von dieser Unmöglichkeit, geht der Beitrag den Fantasien rund um die sozialen, politischen und materiellen Verhältnisse einer Stadt nach. Fantasien spielen aus Sicht der psychoanalytischen Stadtforschung eine zentrale Rolle, um der Stadt eine illusorische Konsistenz zu verleihen und das urbane Unbewusste auf Distanz zu halten. Sie ermöglichen es, sich die Stadt vorzustellen, sie zu fühlen und über sie zu sprechen. Der Beitrag endet schließlich mit ein paar Worten zu den Herausforderungen einer künftigen Erschließung der Psychoanalyse für kritische Stadtforschung. ; At the beginning of the 1990s, anglophone geographies started to investigate the relationship between psychoanalysis and the city. In the beginning of the 2000s, geographers announced a "psychoanalytic turn". Sub-disciplines such as "psychoanalytic geographies" and "psychoanalytic planning theory" were founded and have started to become established components within the scholarly debates on cities in the anglophone world. There has been no such "turn" in the German-speaking hemisphere. Therefore, this paper retraces the potential of psychoanalytic urban studies. The author follows the idea of an urban unconscious. The urban unconscious characterizes a constitutive disruption that is inscribed into the topology of the city and ultimately makes it impossible to speak of the city as a coherent object (of urban studies). Starting from this impossibility, the paper examines the fantasies surrounding the social, political and material environments of the city. From a psychoanalytic standpoint, fantasies play a central role in providing the city with an illusion of consistency and maintaining a distance towards the urban unconscious. They allow us to imagine the city, to feel, and speak about it. The paper concludes with a few words about the general challenges for critical urban scholars to engage with psychoanalysis.

This article focuses on anxiety in teaching and learning. It argues that in essence the teacher's role is to contain anxiety for the sake of learning. The teacher's skill in setting up and maintaining a "containing space" is the keystone on which the various aspects of the art of good teaching rest. Within this space, learning can be experienced as the expansion of potential, not merely the mastery of content and predefined competencies. Despite the differences in aims, a strong "family resemblance" exists between teaching and psychoanalysis in terms of setting, role, transference, and underlying notions of human development.

O texto apresenta um breve histórico sobre o conceito de infância, tendo como referência pensadores como Ariès que caracteriza o infante como "não–falante", não existente. Destaca as transformações influenciadas pelos iluministas, em especial por Rousseau iniciando um processo de direito à fala, à palavra; e o infans para Lacan ocupando um lugar marcado pelo desejo materno, alienando-se na imagem de um Outro. Busca a relação entre psicanálise e educação, a necessidade do professor rever seus conceitos e postura ética para se utilizar dos conhecimentos psicanalíticos em sua prática educativa, num encontro com as diferenças, sendo o conhecimento o objeto de desejo que circula entre professor e aluno e a subjetividade dessa relação entre professor-aluno-conhecimento. Traz a discussão sob a perspectiva do sujeito "que não aprende", que é "des" qualquer coisa, "des-interessado, des-motivado" e no endereçamento ao professor que é um suposto-saber. Defende uma educação que pensa em "sujeitos" e não em "massas uniformizadas" dentro de uma sala de aula, que respeite a singularidade de cada aluno, apesar do constrangimento e insegurança gerados pelo convívio com as diferenças. Reflete sobre a escola enquanto instituição normativa e a importância da construção do trabalho em grupo.

Needs Theory (NT) has been a corner stone for conflict resolution scholarship (CRS) as it was conceived by John Burton and other pioneers of the field. Intuitively, NT makes sense. There are fundamental needs that all human beings have that if violated may cause conflict Indeed only those conflicts that are due to the violation of such needs can truly be deep-rooted (versus disputes). However, the structural foundations for NT are still not firmly established for a variety of reasons. Psychoanalysis and critical theory help us to understand and establish the various factors that go into constituting needs, in part by critiquing the positivistic framework that has heretofore been primarily utilized in NT scholarship. Adapted from the source document.

In 1910, Freud labelled countertransference as pathological, suggesting that analysts either overcome it or quit the profession. It was largely female analysts who, after 40 years of virtual silence on the issue, followed the lead of Paula Heimann and Margaret Little, challenging Freud's anxiety-ridden view and redefining countertransference as an intersubjective mode of relating and a crucial tool of analytic inquiry. This revised view is still questioned by practitioners, many of whom continue to eschew connection and retreat behind Freud's masculine image of the analyst as unemotional and detached. This outmoded analytic ideal hinders contemporary attempts to revise psychoanalysis in feminist terms.

Presento una reseña desde la experiencia personal que surge de la lectura del libro Psychoanalysis, Clinic and Context. Subjectivity, History and Autobiography (Parker, 2019). Hago al mismo tiempo un recorrido por la estructura temática del libro y por las reflexiones suscitadas a partir de su lectura. Propongo además la dialéctica de la evasión y el encuentro con lo evadido como un eje estructural del texto. Dicho eje funciona como un dispositivo que permite establecer la continuidad entre la experiencia personal y el contexto histórico cultural de las teorías y practicas descritas el texto. Señalo también el valor del trabajo subjetivo como herramienta de cuidado de si mediante el conocimiento de sí.

By 1939, W. H. Auden was able to publish a poem in memory of Sigmund Freud saying, "if often he was wrong and, at times, absurd, to us he is no more a person now but a whole climate of opinion." Indeed, despite the opposition to Freud's new discipline from the medical establishment and some members of the public, psychoanalysis in its various proliferations had become popular in Europe as early as before World War II, and its terminology had become part of everyday language. More importantly, it propounded new possibilities for diagnosing personal problems and understanding sociopolitical issues. When Freud was asked in 1923 whether he would like to "psycho-analyze Europe in the hope of finding a cure for her ills," he replied, "I never take a patient to whom I can offer no hope." But as the twentieth century progressed, Freud and his followers developed ideas that engaged directly and indirectly with the personal and political questions of the age of catastrophes.

Taking the postcolonial - or, more specifically, the post-apartheid - university as its focus, the book takes the violence and the trauma of the global neoliberal hegemony as its central point of reference. Following a primarily psychoanalytic line of enquiry, it engages a range of disciplines - law, philosophy, literature, gender studies, cultural studies and political economy - in order better to understand the conditions of possibility of an emancipatory, or decolonised, higher education. And this in the context of both the inter-generational transmission of the trauma of colonialism, on the one hand, and, on the other, the trauma of neoliberal subjectivity in the postcolonial university. Oriented around an important lecture by Jacqueline Rose, the volume contains contributions from world-renowned authors, such as Judith Butler and Achille Mbembe, as well as numerous legal and other theorists who share their concern with interrogating the contemporary crisis in higher education. This truly interdisciplinary collection will appeal to a wide range of readers right across the humanities, but especially those with substantial interests in the contemporary state of the university, as well as those with theoretical interests in postcolonialism, psychoanalysis, gender studies, cultural studies, jurisprudence and law.