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首页> 外文期刊>Studies in Philosophy and Education >A Place to Stand: Intersubjectivity and the Desire to Dominate
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A Place to Stand: Intersubjectivity and the Desire to Dominate

机译：立足之地：主体间性与主宰欲望

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Research indicates that upwards of 80% of our students experience the devastation of bullying during their school years. To date, research on bullying has mainly employed empirical methodologies, including quantitative and qualitative approaches. This research has largely concluded that bullying is situated in a lack of skill, understanding, or self-control and involves intentional action directed toward status dominance. Based upon these assumptions current anti-bullying strategies focus on training students toward more appropriate avenues of status acquisition and social interaction. Against the backdrop of an actual bullying encounter this paper employs a psychoanalytic philosophical lens to offer a fresh perspective on this enduring educational issue. Employing the philosophical work of Adam Phillips, Jessica Benjamin, and Emmanuel Ghent I ask the question: What is the desire to bully a desire for? Here I consider what is sought and what is at stake in the typical bullying encounter. Through careful analysis I argue that the domination represented in bullying is not simply situated in a lack of social skills or in disregulated aggression––skill deficiencies that require training. Instead, or perhaps in addition to these possibilities, I contend that bullying is foundationally a move toward establishing identity, a self. On this view bullying becomes an activity of self construction through attempted omnipotence. I argue that the status dominance inherent in bullying should be seen not as an end (a tool to secure resources or privilege), but as a means to something more foundational. I conclude that status dominance becomes a means toward the end of providing a secure place for the self to stand. Hence, instead of advocating that we train students to get along better this paper outlines the futility, as well as the insatiability of bullying, opening up new territory focused upon a re-construction of the bully through the relational bonding and differentiation available in the concrete Other.
机译：研究表明，超过80％的学生在上学期间遭受了欺凌的破坏。迄今为止，关于欺凌的研究主要采用了经验方法，包括定量和定性方法。这项研究在很大程度上得出结论，欺凌行为是缺乏技能，理解力或自我控制能力，涉及针对地位优势的故意行为。基于这些假设，当前的反欺凌策略侧重于训练学生朝着更合适的状态获取和社交互动途径发展。在实际遭受欺凌的背景下，本文采用了一种精神分析的哲学视角，为这一持久的教育问题提供了新的视角。我用亚当·菲利普斯（Adam Phillips），杰西卡·本杰明（Jessica Benjamin）和伊曼纽尔·根特（Emmanuel Ghent）的哲学著作来问一个问题：欺负欲望的愿望是什么？在这里，我考虑在典型的欺凌遭遇中寻求什么和有什么危险。通过仔细的分析，我认为，霸凌所代表的统治不仅是由于缺乏社交技能，或者是由于训练有素的侵略性技能不足所致。取而代之，或者除了这些可能性之外，我还认为，欺凌在根本上是朝着建立身份即自我的方向迈进的。在这种观点下，欺凌通过企图无所不能成为一种自我建构的活动。我认为，霸凌所固有的地位优势不应被视为目的（确保资源或特权的工具），而应被视为实现更基础性的手段。我得出的结论是，地位支配已成为一种为自我提供稳固地位的手段。因此，本文没有提倡我们训练学生更好地相处，而是概述了徒劳和霸凌的不满足感，而是通过具体的联系和区别开辟了新的领域，着重于重建霸凌其他。

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