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| Version | User | Scope of changes |
|---|---|---|
| Jun 14 2010, 8:45 AM EDT | MiW | 226 words added |
| Jun 14 2010, 8:16 AM EDT | MiW |
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Please respond to these suggestions or make suggestions of your own.
The importance of this 'event'/process is that it produces dialogue and debate, so all perspectives are welcome! ·
The importance of this 'event'/process is that it produces dialogue and debate, so all perspectives are welcome! ·
- From childhood to adulthood - is the university more about a process of discovery and growth rather than education? The first drug use, homosexual encounter, experience of radical politics. Has the dramatic change in political culture changed universities into over-regulated concretized spaces without potential?
- The university as a ‘good enough’ environment; teaching psychoanalysis as providing a space for not knowing; who is ‘qualified’ to do this?
- Is it possible to provide a space for ‘play’ in the university setting? How does this affect the quality of learning?
- How can we approach the idea of clinical ‘purism’ – the suggestion that psychoanalysis must be kept out of the university in order to survive?
- (How) do universities allow us to ‘learn from experience’ (Bion)?
- How do we experience the space of the university and its practices and what does this mean in terms of its potential as a transitional space?
- How do we bring practices from further afield into the university setting? What are the transformational possibilities at stake here?
