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ABSTRACT. As Freud argued that the practices of education might represent an important future for psychoanalysis beyond the clinic, he also proposed a psycho- analytic paradox with such a future: the educator’s obligation to inhibit the drives while having to lean on them. This essay elaborates a conceptual geography for a psychology of education through Freud’s three experimental models for education: Auflärung (Enlightenment as a question of knowledge); Bildung (the bringing up of culture and life as a problem of affect); and, Nacherziehung (after-education, as a problem of narration). Each model of knowledge, affect, and narration takes instruction from the psychical consequences of self/other relations and the difficulties of symbolizing education as a human condition. Education’s entanglement with the historicity of the human’s prolonged immaturity, dependency, and helplessness affects the limits of psychology, learning, and pedagogy while the laboratory of education provokes new thoughts for a psychology of education. pp. 82–97

Keywords: Freud; psychology; education; psychoanalysis; teacher; pedagogy; enlightenment

DEBORAH BRITZMAN
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York University, Toronto

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