RESUMO: Em grande medida, os estudos sobre a constituição do arcabouço teórico do lacanismo têm ocorrido ao largo do exame de sua historicidade. Essa negligência reforça o ocultamento do processo social que levou a produção lacaniana a uma profunda integração entre a formalização e a etificação da teoria. Esse processo não pode ser compreendido sem a contextualização crítica da conjuntura política que cercou a proposta e a existência da École Freudienne de Paris, fundada por Lacan, em 1964. A estreita (...) convivência com os jovens militantes dos grupos da esquerda extraparlamentar da época, notadamente os maoístas, e a assimilação de suas problematizações fizeram do pensamento lacaniano e da EFP o espaço de objetivação de um discurso movido pela paráfrase política e seus efeitos de engajamento. Este artigo pretende expor as linhas de estruturação político-social dos conceitos forjados por Lacan, em meio à instituição e à consolidação de sua Escola. ABSTRACT: To a great extent the studies of the constitution of the Lacanism theoretical framework have occurred off the examination of its historicity. This neglect strengthens the concealment of the social process that led the Lacanian production to a deep integration between the theory formalization and the theory ethification. This process can not be understood without grasping the context of the political environment that surrounded the proposal and the existence of École Freudienne de Paris, founded by Lacan in 1964. The close contact with the young militants of the extra-parliamentary left groups of the time, notably the Maoists, and the assimilation of the problems they rose made the Lacanian thought and EFP the place of objectification of a speech moved by the political paraphrase and their engagement effects. This article aims to expose the lines of political and social structure of concepts forged by Lacan through the establishment and consolidation of his School. (shrink)

The author recounts her experiences in the Ecole de la Cause Freudienne's (ECF) cartel of the pass. She describes the two crises of 1990 and 1996 with respect to the discourse of the pass that involved analysts' interpretation of Lacan's views on transference.

La 4e de couv. indique : "Le droit est une manière pratique de faire des mondes. La philosophie contemporaine manque pourtant de s'en aviser. Les tribunaux de la raison et de l'histoire ont mit sous scellé idéal le "temple de justice", offusquant la manière originale dont les officiants, les magistrats, concevaient les faits. Passant outre, cette étude fouille les archives de la pensée juridique européenne. Au titre de la protection du fait possessoire, elle explore le monde que les écoles de (...) droit médiévales avaient façonné sur mesure, et que le romantisme allemand referma sur lui-même, ou plutôt sur le sujet, aux seules fins d'agiter la question agraire.". (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reflections on Object Life in Monique David-MénardJudith ButlerThe three papers published here were originally given as part of a colloquium, “Objects, Phantasms, Life, and Death” on the work of Monique David-Ménard at Columbia University in April 2014. Monique David-Ménard is a psychoanalyst and philosopher who has been teaching at the Université de Paris VII-Diderot and has been engaged in private psychoanalytic practice for many years. Her work is distinguished (...) in part because of the way she brings clinical experience to philosophical inquiry, and how she understands the unconscious to support and disrupt various philosophical systems. Trained in the Lacanian school, but returning time and again to Freud with her own questions, she has written extensively on the problem of drives, the role of biology in psychoanalysis, all along staging a way of thinking about philosophy and psychoanalysis as mutually illuminating. Engaged by feminist philosophy, she has offered a way of thinking about sexual alterity, social embodiment, [End Page 80] and gender, to offer a different “French feminist” trajectory than those usually canonized in English.David-Ménard completed a master’s degree in philosophy with Paul Ricoeur (Université de Nanterre, 1968), a doctorate in psychopathology and psychoanalysis with Pierre Fédida (Université Paris-VII, 1978), and a doctorate in philosophy with Jean-Marie Beysade (Sorbonne Nouvelle Paris-III, 1990). She was a professor of philosophy in Reims, Sceaux, and Paris-VII, and received her psychoanalytic training at the École Freudienne de Paris (EFP) then led by Jacques Lacan; she was a member of that school in 1979–80. Between 1982 and 1994 she was a member of the Centre de formation et de recherches psychanalytiques (CFRP) and then became a member of the Société de psychanalyse Freudienne in 1994. She was Directrice of the Collège International de Philosophie in Paris from 1992 to 1995, and served as its vice president from 1995 to 1998. In 1999 she was appointed professor of psychopathology and psychoanalysis at the Université de Paris-VII, Denis Diderot, where she has served as Directrice of the Centre des études du vivant. In addition she is a co-founder of the Société Internationale de Philosophie et Psychoanalyse.Her publications include works on the relation of psychoanalysis to biological and philosophical discourses, hysterical conversion in Freud and Lacan, the Freudian account of drives as a “threshold” phenomenon; bodies and language, constructions of the universal, exemplified most dramatically by a consideration of “madness” in Kant’s Critique of Pure Reason; and gender and melancholia.1 The range of her work is relentless and impressive: it includes an early work on Kant’s reading of Swedenborg that initiates a critique of universality through the study of how sexuality and madness inform the text; a study of hysteria “between” Freud and Lacan that establishes her own way of negotiating between the two; several essays on drives and their various vicissitudes; theories of embodiment; feminism and philosophy; the difference between the sexes, the process of sexuation, desire, narcissism, what to do with an organless body following from an impressive, if disconcerting, study on the convergence of Deleuze with psychoanalysis. She has also written on the status of contingency in chaos theory. Although historically trained in Kant, Spinoza, and Husserlian phenomenology, she has also engaged Lacanian thought in a selective and critical way, working with its productive potentials and refusing some of its more rigid formulations. She draws from science, philosophy, psychoanalysis, and anthropology to weave together a set of theoretical reflections prompted by an event, an occasion, or a challenge. Penelope Deutscher’s contribution to this volume shows how this cross-theoretical inquiry works. David-Ménard, for instance, makes use of a Foucaultian form of inquiry to establish a certain problematic within psychoanalysis and philosophy, posing questions about how the initial impetus for [End Page 81] a theoretical system both conditions, orients, and disrupts any effort at full systematicity. As Deutscher explains, the task is neither to psychoanalyze Foucault nor to apply Foucault to psychoanalysis, but to formulate and pursue an inquiry in which the driving impetus informs and precludes the systematic closure of the theory itself.And... (shrink)

In the tradition of Simone de Beauvoir and Julia Kristeva, Luce Irigaray is one of France's most versatile feminist critics. _Sexes and Genealogies, _a collection of lectures delivered throughout Canada and Europe, introduces her writing to a wider American audience. Irigaray's most famous work, _Speculum of the Other Woman, _prompted her expulsion from the Lacanin Ecole Freudienne because of its searing depiction of Platonic and Freudian representations of women. Now _Sexes and Genealogies _analyzes sexual difference according to what (...) she terms the double dimension of gender and ideology. Irigaray covers major issues in religion, the law, psychoanalysis, and literature, such as: the continued neglect by psychoanalysts of the sexual and gender dimensions of therapy, the urgency of female divinity for contemporary feminist movements, and a reconsideration of women's relation to the market economy. _Sexes and Genealogies _also includes Irigaray's dazzling reading of the _Oresteia, "Body Against Body: In Relation to the Mother," _now acknowleged as a feminist classic. (shrink)

The influence of Napoleon Bonaparte on the Ecole Polytechnique has long been a matter for debate. In this article, the extent of this influence is illustrated, together with resistance within the school itself to Napoleon's attempts to bend it to his own will and use it for purposes of military adventure. Manuscript material, including Napoleon's own private plans for the reorganization of the school, is reproduced to throw light on his intentions and his own attitudes to education.

The facilities provided for practical teaching at the Ecole Polytechnique, at the time of its foundation and during the Napoleonic period, have been the subject for much research and conjecture. Documents are discussed and presented which throw light on the actual situation, the number of laboratories, their equipment and apparatus, and the amount of practical instruction provided for the students.

In the tradition of Simone de Beauvoir and Julia Kristeva, Luce Irigaray is one of France's most versatile feminist critics. _Sexes and Genealogies, _a collection of lectures delivered throughout Canada and Europe, introduces her writing to a wider American audience. Irigaray's most famous work, _Speculum of the Other Woman, _prompted her expulsion from the Lacanin Ecole Freudienne because of its searing depiction of Platonic and Freudian representations of women. Now _Sexes and Genealogies _analyzes sexual difference according to what (...) she terms the double dimension of gender and ideology. Irigaray covers major issues in religion, the law, psychoanalysis, and literature, such as: the continued neglect by psychoanalysts of the sexual and gender dimensions of therapy, the urgency of female divinity for contemporary feminist movements, and a reconsideration of women's relation to the market economy. _Sexes and Genealogies _also includes Irigaray's dazzling reading of the _Oresteia, "Body Against Body: In Relation to the Mother," _now acknowleged as a feminist classic. (shrink)

An Area Studies Division was created at the 6th Section of the École Pratique des Hautes Études in the mid-1950s. It was devoted to several world regions, including the USSR and eastern Europe. This article investigates the links between its institutionalization and the international scientific and financial transfers underpinning it: the transatlantic support granted to the nascent division by the Rockefeller and Ford foundations and the academic cooperation programme that it launched with eastern Europe. The Russian, Soviet and East European (...) programme served, thus, as an East/West interface and a platform for broader intellectual exchanges. Local French scientific, academic and political rationales favoured the specific pathways it took. The article also shows that the EPHE 6th Section was discreetly linked with American players in Cold War intellectual warfare whose forms of action gradually changed in the context of the thaw. In particular, it had connections with the Congress for Cultural Freedom. These collusions attest to the entanglement of scientific and political issues, their intricacies increasing when external factors compounded domestic ones. (shrink)

Dans cet article, je discuterai de l’idée selon laquelle l’École polytechnique au xixe siècle ne permettait pas aux acteurs (les élèves et les enseignants) de réaliser des travaux mathématiques originaux. En fait, plusieurs historien⋅ne⋅s pensent que les programmes d’examens empêchaient les élèves et les enseignants de prendre des initiatives. J’essayerai de nuancer cette idée, en prenant en compte plusieurs exemples liés à l’enseignement des équations numériques au cours du xixe siècle. Plus précisément, je présente dans cet article trois théorèmes attribués (...) à trois enseignants de l’École polytechnique et qui ont circulé parmi les élèves de l’École et parmi des milieux d’enseignement. Ces exemples sont intéressants car ils donnent des informations à propos de l’École polytechnique et à propos de l’enseignement et de l’apprentissage qui s’y pratiquaient. Ils permettent aussi de mieux connaître la façon dont la recherche de résultats mathématiques nouveaux pouvait, dans ce contexte, être liée à des activités pédagogiques et je vais expliquer comment ce lien a de nombreuses conséquences sur l’activité d’un enseignant comme Edmond Laguerre par exemple. (shrink)

Jean Delville was a central participant in the Symbolist movement in France and Belgium at the turn of the twentieth century. His monumental work, L’ Ecole de Platon, made its first public appearance at the 1898 Salon d’Art Idealiste in Brussels. Although two contemporary critics showered it with praise, the work has puzzled many viewers. Why, for example, does the central figure (one assumes Plato) bear a striking resemblance to Jesus as he is traditionally depicted? Why are those gathered (...) around Plato (one assumes his students) shown nude or semi-nude, and in this particular arrangement? And how do the unusual colors, flora, and fauna contribute to the message Delville was seeking to convey? I argue that insights into the work can be gained by connecting it with a set of doctrines that go back to the Renaissance philosopher and translator Marsilio Ficino, and beyond Ficino, to the third-century philosopher Plotinus. (shrink)

L’instauration d’élections dans les campagnes chinoises a favorisé l’émergence et l’essor d’un champ de recherche sur la gestion autonome villageoise. Cet article analyse les travaux d’une école de pensée, « l’École rurale », dont la plupart des chercheurs enseignent dans le Centre de la Chine. Décrivant les changements de perspective de cette École, l’auteur montre que son principal apport théorique est de relier l’autonomie villageoise à la question de la gouvernance dans les campagnes. Cependant, il critique l’École pour ses faiblesses (...) méthodologiques, notamment son rejet des théories occidentales.Elections in the Chinese countryside have promoted the emergence and development of a research field focused on villagers’ autonomy system. This article analyses the work of a group of researchers, collectively known as « The School of Chinese rural studies », who mainly teach in the Centre of China. While describing the change of study direction of this « School », the author points out that its main theoretical feature is connecting villagers’ autonomy with governance of villages. However, the author criticizes the School for its methodological flaws, and more specifically for its dismissal of Western theories. (shrink)

À partir d’une analyse des diverses conceptions de l’éducation dans les contextes historiques et culturels du Niger, de la Réunion et de l’Amazonie brésilienne, nous allons nous focaliser sur leur interaction, et notamment sur la capacité du système scolaire à s’ouvrir à d’autres formes d’éducation, comme les savoirs et savoir-faire traditionnels. L’exemple du Niger montre comment un système qui ignore la diversité et refuse une dialectique des formes de connaissance conduit à l’échec scolaire et au rejet de l’école par une (...) partie importante de la population. À la Réunion, si l’école coranique s’ouvre à la diversité, ce n’est pas le cas de la forme scolaire qui continue à rejeter et à exclure les élèves qui lui sont socialement et culturellement éloignés. Dans l’Amazonie brésilienne, nous constatons que c’est par la reconnaissance de la diversité culturelle et le métissage des différentes formes de savoir à l’intérieur de l’école qu’il est possible de favoriser la réussite scolaire et le désir d’école.Drawing on an analysis of the various approaches to education in the historical and cultural contexts of Niger, Reunion Island and the Brazilian Amazonia, we’ll focus our attention on their interaction, and more particularly on the ability of the school system to open up to other forms of education, such as traditional knowledge and know-how. Through the Niger case, we will see how a system which disregards diversity and refuses dialectical forms of knowledge leads to school failure and rejection of school by a major part of the population. In Reunion Island, while Koranic schools are going along with diversity, current educational policies do not, and continue to reject and exclude pupils with a different social and cultural background. The Brazilian Amazonia case will show that the acceptance of cultural diversity and the intermixing of various forms of knowledge within the school can lead to school success and to the desire to learn. (shrink)

Dans un régime comme celui de la République populaire de Chine, où prévaut la suprématie d’un Parti-État unique, la politique et le politique constituent, a fortiori plus qu’ailleurs, la chasse gardée de l’élite dirigeante du pays, à savoir les cadres du Parti communiste. Cet article tente de saisir qui sont les élites politiques aux commandes de la Chine d’aujourd’hui à travers l’analyse du modus operandi de l’École des cadres du Parti de Shanghai. L’étude de cette institution, qui participe à la (...) régulation de la circulation des élites et constitue l’un des lieux privilégiés de la transmission et de l’exercice du pouvoir, permet, par-delà son propre fonctionnement, d’éclairer la nature et le devenir même du régime. S’il apparaît que les forces modernisatrices, en assimilant davantage l’École du Parti à un institut d’administration publique, œuvrent à la professionnalisation du métier de cadre, c’est également et avant tout afin de mieux perpétuer l’hégémonie du Parti-État unique.In a regime where the one Party-State rule still prevails, as is the case in the People’s Republic of China, the polity and politics constitute – here more than anywhere else – the private ground of the country’s ruling elite, i.e. the cadres of the Communist Party. This article attempts to grasp who the political elites in control of contemporary China are, by analyzing the modus operandi of the Shanghai Party School for Cadres. The study of an institution that takes part in the circulation of the elites and hence constitutes one of the privileged playing fields for the transmission and the exercise of power, allows, beyond the understanding of its own working, to shed light on the very nature and evolution of the regime. If the modernizing forces appear to work towards the professionalization of the cadres’ craft by equating the Party School to an institute of public administration, they ultimately do so in order to better perpetuate the supremacy ofthe one-Party system. (shrink)