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Teaching bodies/learning desire: rethinking the role of desire in the pedagogic process

机译：教学机构/学习欲望：重新思考欲望在教学过程中的作用

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摘要

Desire is a crucial aspect of the pedagogic process. For too long, however, there has been a dichotomous relationship between understandings of teacher and student desire. The former is often configured as a pedagogic anachronism, problematised and needing to be contained. Conversely, the latter is essentialised as a force that should not be restrained by the processes of institutionalised education. Neither of these ideas is useful for thinking through complex issues around pedagogy. Overall, desire in education requires greater theoretical exploration. Within mainstream education it is rarely raised as an issue. Poststructuralist theorising, on the other hand, particularly in its use of psychoanalysis, tends to simply sexualise desire, which obscures more productive interpretations of its role in learning. There needs to be a reconceptualisation of the role of desire in the pedagogic process that moves beyond these formulations. The intention of this article is to rethink the nature and function of pedagogic desire. Drawing on a range of sources it considers current conceptions of both teacher and student desire and theorisations of desire and the body in education. Finally, it proposes an alternate model drawing upon Bourdieu's notion of habitus and the philosophical insights of Spinoza's monist logic.
机译：欲望是教学过程中至关重要的方面。然而，太长的时间里，对老师和学生的渴望的理解之间存在一种二分法的关系。前者通常被配置为一种教学过时主义，存在问题并且需要加以遏制。相反，后者必不可少的是一支不应受到制度化教育过程约束的力量。这些想法对于思考围绕教学法的复杂问题都没有用。总体而言，对教育的渴望需要更大的理论探索。在主流教育中，很少将其视为一个问题。另一方面，后结构主义的理论，特别是在运用心理分析的过程中，倾向于使欲望简单地性别化，这掩盖了对其在学习中作用的更有效的解释。需要重新认识欲望在超越这些表述的教学过程中的作用。本文的目的是重新考虑教学欲望的性质和功能。它利用各种资源考虑了当前教师和学生的欲望概念以及教育中欲望和身体的理论。最后，它根据布迪厄的惯性概念和斯宾诺莎一元逻辑的哲学见解，提出了一个替代模型。

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