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Engaging Lacan and Irigaray on "Thinking in Cases" As Psychoanalytic Pedagogy

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Engaging Lacan and Irigaray on Duquesne University Duquesne Scholarship Collection Electronic Theses and Dissertations Summer 8-8-2020 From Case Study as Symptom to Case Study as Sinthome: Engaging Lacan and Irigaray on "Thinking in Cases" as Psychoanalytic Pedagogy Erica Freeman Follow this and additional works at: https://dsc.duq.edu/etd Part of the Continental Philosophy Commons, Other Arts and Humanities Commons, Other Psychiatry and Psychology Commons, Philosophy of Science Commons, and the Women's Studies Commons Recommended Citation Freeman, E. (2020). From Case Study as Symptom to Case Study as Sinthome: Engaging Lacan and Irigaray on "Thinking in Cases" as Psychoanalytic Pedagogy (Doctoral dissertation, Duquesne University). Retrieved from https://dsc.duq.edu/etd/1911 This Immediate Access is brought to you for free and open access by Duquesne Scholarship Collection. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Duquesne Scholarship Collection. FROM CASE STUDY AS SYMPTOM TO CASE STUDY AS SINTHOME: ENGAGING LACAN AND IRIGARAY ON “THINKING IN CASES” AS PSYCHOANALYTIC PEDAGOGY A Dissertation Submitted to McAnulty College and Graduate School of Liberal Arts Duquesne University In partial fulfillment of the requirements for the degree of Doctor of Philosophy By Erica Schiller Freeman August 2020 Copyright by Erica S. Freeman 2020 FROM CASE STUDY AS SYMPTOM TO CASE STUDY AS SINTHOME: ENGAGING LACAN AND IRIGARAY ON “THINKING IN CASES” AS PSYCHOANALYTIC PEDAGOGY By Erica Schiller Freeman Approved May 6, 2020 ________________________________ ________________________________ Derek W. Hook, Ph.D. Suzanne Barnard, Ph.D. Associate Professor of Psychology Associate Professor of Psychology Committee Chair Committee Member ________________________________ ________________________________ Elizabeth Fein, Ph.D. Stephanie Swales, Ph.D. Assistant Professor of Psychology Assistant Professor of Psychology Committee Member University of Dallas Committee Member (External) ________________________________ ________________________________ Kristine Blair, Ph.D. Leswin Laubscher, Ph.D. Dean, McAnulty College and Graduate Chair, Department of Psychology School of Liberal Arts Associate Professor of Psychology Professor of English iii ABSTRACT FROM CASE STUDY AS SYMPTOM TO CASE STUDY AS SINTHOME: ENGAGING LACAN AND IRIGARAY ON “THINKING IN CASES” AS PSYCHOANALYTIC PEDAGOGY By Erica Schiller Freeman August 2020 Dissertation supervised by Derek W. Hook, Ph.D. This dissertation accomplishes two goals. First, this dissertation articulates a Lacanian account of the epistemological and historical presuppositions of the psychoanalytic case study genre, while engaging reflexively with extant Foucauldian scholarship on this genre as well as feminist psychoanalyst Luce Irigaray’s criticisms of Lacan. Irigaray’s critique is engaged in order to tarry with its implications for a Lacanian approach to the psychoanalytic case study genre. Second, this dissertation critically examines the significance of Lacan’s (re)reading, in Seminar V, of Joan Riviere’s (1929) “Womanliness as Masquerade” in the midst of his oral teachings on the psychoanalytic concepts of castration and feminine sexuality, which took place when a distinctively Lacanian community of theory and practice was emerging from institutional tension in 1950s-era French psychoanalysis. iv ACKNOWLEDGEMENT I would like to extend my thanks to my dissertation committee for their patient attention to the various stages of my research project. To Derek Hook I owe a particular debt of gratitude for providing me with the freedom to take a genuinely interdisciplinary approach, and for his confidence in my ability to complete this capstone to my doctoral education. To Suzanne Barnard, many thanks for bringing Luce Irigaray into this dissertation. Without her suggestion, I would not have had the opportunity to engage with this feminist psychoanalyst during this moment in my formation as a woman who is both a scholar and clinician. To Elizabeth Fein, many thanks for her consistent mentoring and supportive presence throughout my time at Duquesne – and for her willingness to serve as a reader for a dissertation on Lacan, whom she does not study. I admire the model of woman scholar she provides. To Stephanie Swales, my gratitude for joining my committee even though she is faculty at a different university. The fact that she completed a dissertation on Lacan has brought me much encouragement during the many months during which this dissertation has taken shape. Many other faculty have informed what this dissertation has become. To Claire Lebeau and Steen Halling, friends and mentors during my years at Seattle University, training as a masters-level clinician. Alumni of Duquesne, they encouraged me to continue my clinical education at this university in Pittsburgh where I spent half of my 30s. To Erica Lilleleht, for introducing me to narrative analysis and for her constant, enthusiastic encouragement of my scholarship. To Peter Kalkavage, who helped me learn how to read Hegel. v So many friends provided the critical support I relied upon throughout my graduate education, particularly during the dissertation phase. To Celeste, my sincerest thanks for encouraging me to study Lacan – I can’t imagine what my scholarship during these Duquesne years would have looked like without her. Many thanks, too, for her deep and enduring friendship, and the awesome model of woman writer and clinician she provides. To Justin, who appreciates Hegel (and Lacan) almost as much as I do, and who can always be counted on to give me a hard time for my enthusiasm for Foucault. To Jen, for the many, many Fridays she met me at Brillo to talk about everything other than Lacan. Our hours of conversation about television probably kept me sane while trying to manage clinical practice, research, and teaching during these Duquesne years. To Leit and Emilie, dearest friends in Seattle, both of whom have helped me remember who I am apart from a graduate student. To Hannah, long-time dear friend from the Notre Dame years, I am forever in her debt for teaching me to knit, among many other gifts her friendship has brought to my life. Finally - many, many thanks to my family, for all of their support through the ins and outs, and geographical moves, involved in this adventure called graduate school. vi TABLE OF CONTENTS Page Abstract ..................................................................................................................... iv Acknowledgement ....................................................................................................... v Introduction ................................................................................................................ 1 Chapter 1 .................................................................................................................... 7 Chapter 2 .................................................................................................................. 48 Chapter 3 ................................................................................................................ 128 Chapter 4 ................................................................................................................ 193 Chapter 5 ................................................................................................................ 240 Conclusion .............................................................................................................. 296 References .............................................................................................................. 304 vii INTRODUCTION How does the writing, reading, and rereading of the psychoanalytic case study genre inform the historically and culturally situated development of distinct communities of theory and practice within the transnational psychoanalytic tradition? How can psychoanalytic case studies be understood as a textual genre? What does this particular genre of writing do? This dissertation takes up these questions from a perspective informed by Lacan’s psychoanalysis and Irigaray’s criticism of it. In particular, I attend to the several articulations in Lacan’s seminars and lectures between modern science, literature, writing, knowledge, and the network of concepts associated with the sexual. This dissertation asks: What implications do these articulations have for an account of the psychoanalytic case study genre? A specifically Lacanian account of the case study genre does not yet exist. This omission is conspicuous, given the existence of the now-classic anthology of case studies written by Lacanian psychoanalysts (e.g., Schneiderman, 1980) and the more recent publication of case studies by students of American Lacanian psychoanalyst and translator Bruce Fink (e.g., Baldwin, 2016; Miller, 2011). Perhaps the lack of attention to the psychoanalytic case study as genre among Lacanians can be understood in reference to the well-known fact that Lacan never published case studies of his own psychoanalytic practice. Perhaps, too, those Lacanians who have written their own case studies have simply taken for granted the status and function of the case study genre within the transnational psychoanalytic tradition. However this gap in Lacanian scholarship concerning the nature and implications of the psychoanalytic case study genre might be explained, it is well known to those with 1 even a cursory familiarity with Lacan’s teachings that he was preoccupied throughout
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