FROM PUNISHMENT TO PUNCTUATION: THE PRIMAL SCENE AND THE PEDAGOGY OF PSYCHOANALYSIS
FROM PUNISHMENT TO PUNCTUATION: THE PRIMAL SCENE AND THE PEDAGOGY OF PSYCHOANALYSIS

Summary/Abstract: It may seem surprising, to some readers, to find an article about psychoanalysis in an issue of Knowledge Cultures devoted to educational psychology. But given the theme of this special issue, it seems appropriate to review the argument made by Wilma Bucci (2000): psychoanalysis, like modern cognitive psychology, “has made unique contributions to an understanding of human mental processes, including emotions and cognitive functions and their interaction” (Bucci, 2000, p. 204). According to Bucci, “the cognitive revolution of psychoanalysis was far broader in some important respects than the agenda of modern cognitive science” (Bucci, 2000, p. 204). And yet, as Bucci points out, the study of psychoanalysis stands to benefit from the methods and findings of modern cognitive psychology. To separate the fields does a disservice to both. This essay attempts to mend the gap, to show the valuable contribution psychoanalysis makes to the important work being done in educational psychology.

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