To teach is to bring our questions to others, to share as teacher and as students in this process of thinking about who we are on the Earth.
Rebecca A. Martusewicz, “Say Me to Me: Desire and Education”*
Education is never a neutral endeavor. The classroom is an environment where teachers and students bring hopes, fears, and unconscious fantasies about what it means to learn. Teaching requires a love of one’s subject matter and a willingness to understand the disruptive nature of learning, for teacher and student. The multi-layered dimension of teaching requires an attentiveness to the teacher/student dyad and unconscious process as it unfolds in a classroom.
This course will include classroom experience where we read and explore what it means to provoke learning.
Topics to be explored:
- Why teach?
- What constitutes a “mistake” in teaching?
- How do you engage a resistant learner?
- What ways do you encounter and work with negative and positive transferences in the classroom?
- Difference as an ethical encounter
- How can you engage unconscious process to enhance learning?
- How can teachers listen to what is not being said?
*In Learning Desire: Perspectives on Pedagogy, Culture, and the Unsaid (New York: Routledge, 1998), 97-116.
NCSPP is aware that historically psychoanalysis has either excluded or pathologized groups outside of the dominant population in terms of age, race, ethnicity, nationality, language, gender, religion, sexual orientation, socioeconomic status, disability, and size. As an organization, we are committed to bringing awareness to matters of anti-oppression, inequity, inequality, diversity, and inclusion as they pertain to our educational offerings, our theoretical orientation, our community, and the broader world we all inhabit.
Presenters Response:
In The Unconscious Goes to School, we will be addressing how teachers can discuss difference and exclusion when presenting any article assigned for a class reading. There will be a discussion during this course on how and why it is necessary to examine developing a curriculum that can include historical texts and also contemporary literature that disrupts traditional narratives.
Rachel Newcombe, LCSW, is a psychoanalyst and supervisor on Orcas Island, WA. She co-leads a writing collective of fellow therapists who share an interest in exploring ways creative non-fiction can be an aspect of professional writing. Her writing has appeared in Contemporary Psychoanalysis, The Psychoanalytic Review, Fort/Da, Rumpus, 7X7LA, and elsewhere.
This all-level course is designed for clinicians with beginning to advanced experience in teaching in a psychoanalytic classroom with some background in psychoanalytic defenses and transference/countertransference dynamics.
LCSW/MFTs: Course meets the requirements for _ hours of continuing education credit for LMFTs, LCSWs, LPCCs and/or LEPS, as required by the CA Board of Behavioral Sciences. NCSPP is approved by the California Association of Marriage and Family Therapists (Provider Number 57020), to sponsor continuing education for LMFTs, LCSWs, LPCCS, and/or LEPs. NCSPP maintains responsibility for this program /course and its content.
Psychologists: Division 39 is approved by the American Psychological Association to sponsor continuing education for psychologists. Division 39 maintains responsibility for these programs and their content.
Enrollees who cancel at least SEVEN DAYS prior to the event date will receive a refund minus a $35 administrative charge. No refunds will be allowed after this time. Transfer of registrations are not allowed.
For program related questions contact Natasha Oxenburgh, NOxenburgh@wi.edu.
For questions related to enrollment, locations, CE credit, special needs, course availability and other administrative issues contact Niki Clay by email or 415-496-9949.
Education Committee
The Education Committee is responsible for the development of a variety of courses and workshops given throughout the year in San Francisco and the East Bay.