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Individuation and the paradox of lov...

Timothy, Ellen L.

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Individuation and the paradox of love: Toni Morrison's pedagogy of transformation and healing.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Individuation and the paradox of love: Toni Morrison's pedagogy of transformation and healing./
作者:	Timothy, Ellen L.
面頁冊數:	161 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-11, Section: A, page: 4144.
Contained By:	Dissertation Abstracts International65-11A.
標題:	Education, Philosophy of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3151671
ISBN:	0496124226

Individuation and the paradox of love: Toni Morrison's pedagogy of transformation and healing.
Timothy, Ellen L.

Individuation and the paradox of love: Toni Morrison's pedagogy of transformation and healing. - 161 p.

Source: Dissertation Abstracts International, Volume: 65-11, Section: A, page: 4144.

Thesis (Ph.D.)--University of Washington, 2004.

Genuine education requires a willingness to comprehend, reflect upon, and incorporate new and sometimes inconsistent or contradictory information regarding one's world and one's self. Information about social injustice and oppression can be quite troubling, and is often met with student refusal-to-know or, to adapt a Lacanian term, a "passion for ignorance." Psychoanalytic theory tells us this ignorance is not a passive state, but rather indicates active rejection of "dangerous knowledge" that somehow threatens the self.

ISBN: 0496124226Subjects--Topical Terms:

783746
Education, Philosophy of.

Individuation and the paradox of love: Toni Morrison's pedagogy of transformation and healing.
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502 $a Thesis (Ph.D.)--University of Washington, 2004.
520 $a Genuine education requires a willingness to comprehend, reflect upon, and incorporate new and sometimes inconsistent or contradictory information regarding one's world and one's self. Information about social injustice and oppression can be quite troubling, and is often met with student refusal-to-know or, to adapt a Lacanian term, a "passion for ignorance." Psychoanalytic theory tells us this ignorance is not a passive state, but rather indicates active rejection of "dangerous knowledge" that somehow threatens the self.
520 $a As an approach to this educational dilemma, I turn to a literary model of the theorization of the self, with an eye toward selves that must accommodate "intolerable" knowledge. I use three selected works by Toni Morrison: The Bluest Eye, Beloved, and Paradise, and interrogate formation of the self in these texts against frameworks of post-structural, psychological, theological, and psychoanalytic theories. Specifically, I use post-structuralist Michel Foucault's technologies of subjection to examine normation in The Bluest Eye, and the psychological models of Elaine Scarry (her theorization of pain as dismantling to self) and Carl Jung (his technique of active imagination for integration in individuation) to investigate the trauma of slavery in Beloved. I use the theoretical framework of gnosticism to interrogate how consciousness is accessed and transformed in Paradise. Finally, I turn to the psychoanalytic theory of Jonathan Lear, who re-interprets Freud's concept of drives to derive the notion of a single, encompassing drive, which he identifies as love.
520 $a Morrison's texts reveal how social norms, trauma, and rejection can become interiorized in the mind and disrupt the self. Her theorization of self, then, is necessarily a theorization of transformation and healing, which she grounds in love. In this sequence of novels, Morrison teaches us that love---understood as a paradox that pulls us toward both unification (joining with another, a collective, or the divine) and individuation (discriminate distinction of one's self)---is both embracing and liberating. She shows us how a relational field of love enables accommodation of "the intolerable," the dangerous knowledge that otherwise threatens the self. Thus, love is a necessary context of genuine education, and the means by which it becomes possible.
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