The article studies the hypothesis that there is a desire for control at the heart of every pedagogical relationship and that the controlling relation, whatever form it may take, represents a true defensive formation, masking the lack reveal by the encounter with the other. Within this scenario, one finds the rules common to every controlling relationship: the instrumentalization of the other and the impossibility, for the latter, of breaking out of the cycle of an exchange in which he gives more than he gets, such rupture being constructed as something unjustifiable, necessitating the use of force, an act of rebellion or violence. How do adolescents remain desiring subjects at school ? How do they escape from the controlling relation ? In the ambivalent relationship that they construct with authority, what strategies do they employ ? This investigation joins philosophical inquiry with a sociological viewpoint.
This article springs from an exploration of persecutory anxieties and defenses in adolescence, starting with the case of Osvaldo, who has been in analysis for four years. The article retraces the first three years of his treatment and shows the effect of these persecution anxieties on the construction of the transference and counter-transference, as well as their role of assimilating the Self when threats of disintegration and annihilation overwhelm the subject
This text brings together earlier work using various approaches, in order better to define pubertary sublimation. It is a set of processes involving the pubertary experience towards subjectalization and adolescent objectalization. It is expressed at the level of the archaic through the interpretation that the extended infantile brings to pubertary traces. Secondarily, it presides over the construction of the ideals of adolescence. If subjectalization is in fact an inter-subjectalization, one can speak of a co-sublimation which has its origins in the state of pubertary illusion and disillusionment. The parental subject of the transference is its mouthpiece. The prevailing process of adolescent creation, sublimation would here be organized by the control compulsion of the Ego and its ideals as they have been rearranged between childhood and adolescence.
With second modernity, the construction of the meaning of a school system in the throes of de-institutionalization is no longer transcendent but immanent for pupils. The question of school experience and how students feel about their academic life needs to be raised. Our investigation leads us to posit that the feeling of academic suffering is becoming structural, albeit collectively disavowed. This article tries to shed light on the meaning of this collective disavowal and social « disappearing » of academic suffering, by the yardstick of contemporary social mutations, before setting up an ideal-typical typology of forms of pupils’ academic suffering.
Adolescence, 2011, T. 29 n° 3, pp. 637-664.
Revue semestrielle de psychanalyse, psychopathologie et sciences humaines, indexée AERES au listing PsycINFO publiée avec le concours du Centre National du Livre et de l’Université de Paris Diderot Paris 7