EPISTEMOPHILIA
2010; Routledge; Volume: 25; Issue: 63 Linguagem: Inglês
10.1080/08164640903499745
ISSN1465-3303
Autores Tópico(s)Critical and Liberation Pedagogy
ResumoClick to increase image sizeClick to decrease image size Acknowledgements Thanks are due to Elizabeth Wilson for her exquisite supervision of the honours thesis that is the basis for this article. Thanks are also due to Natalya Lusty, Katrina Schlunke and Lucy Tatman for their assistance in moving the thesis into an article format. Notes 1. The 24 texts consulted to form this definition were: Bartlett (1998 Bartlett, A. 1998. A passionate subject: Representations of desire in feminist pedagogy. Gender and Education, 10(1): 85–92. [Taylor & Francis Online] , [Google Scholar]), Briton (1997 Briton, D. 1997. “Learning the subject of desire”. In Learning desire: Perspectives on pedagogy, culture and the unsaid, Edited by: Todd, S. London and New York: Routledge. [Google Scholar]), Burt and Wallen (1999 Burt, R. and Wallen, J. 1999. Knowing better: Sex, cultural criticism and the pedagogical imperative in the 1990s. Diacritics, 29(1): 72–91. 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Bloomington: Indiana University Press. [Crossref] , [Google Scholar]). 2. Epistemophilia is the English translation of the German ‘Wisstrieb’ (Brooks 1993 Brooks, P. 1993. “What is a monster?”. In Body work: Objects of desire in modern narrative, Cambridge, MA and London: Harvard University Press. [Crossref] , [Google Scholar], 9). 3. Although I believe this to be a fair summary of Freud's understanding of epistemophilia, it should be noted that, for the sake of brevity, many key nuances have been omitted. Primarily these relate to the relationship of epistemophilia to other drives, namely the drive for mastery, scopophilia and the libido. In addition, I have omitted any explanation of the use of repression in moving from the childhood sexual researches to adult epistemophilia. 4. In adulthood, there are three expressions of epistemophilia. Epistemophilic inhibition reduces anxiety by mediating the threat of sexuality by closing down all intellectual endeavours, while sexualised thought tends to intensify fear by linking thinking to the libido and thus encouraging obsessional brooding (Freud 1953b Freud S 1953b Leonardo Da Vinci and a memory of his childhood In The standard edition of the complete psychological works of Sigmund Freud London Hogath Press [Google Scholar], 1953c). Epistemophilic sublimation occurs when the libido is sublimated into learning and can result in the destruction of objects in order to know them (Freud 1953b Freud S 1953b Leonardo Da Vinci and a memory of his childhood In The standard edition of the complete psychological works of Sigmund Freud London Hogath Press [Google Scholar]). Epistemophilic sublimation is the only expression of epistemophilia that does not involve intellectual anxiety. Each expression of epistemophilia (with the exception of sublimation) is thus an attempt to control the world and to have sufficient mastery for living—with all its necessary ‘unknowables’—to be endurable. 5. Although the majority of feminist accounts conflate epistemophilia with violence, Toril Moi does not. Her account argues that epistemophilia, when it is understood as ‘tak[ing] the human body as [its] point of departure’ (1999, 300), is a productive critique of mind/body dualism which can be highly productive for feminists. See Moi (1999 Moi, T. 1999. “Patriarchal thought and the drive for knowledge”. In What is woman? And other essays, Oxford: Oxford University Press. [Google Scholar]). 6. This model of facilitation is based on the peer-based facilitation used in sexual health promotion. See, for instance, Flood (2004 Flood M 2004 Changing men: Best practice in violence work with men Paper presented at the Home Truths: Stop Sexual Assault and Domestic Violence: A National Challenge conference held in Melbourne, Australia, 15–17 September, Australian Centre for the Study of Sexual Assault, Australian Institute of Family Studies, Melbourne [Google Scholar]), Irvine (1995 Irvine, J. 1995. Sexuality education across cultures: Working with Differences, San Francisco: Jossey-Bass. [Google Scholar]), Kiss and Tell Collective (1994 Kiss and Tell Collective 1994 Her tongue on my theory: Images, essays and fantasies Vancouver Press Gang [Google Scholar]), Omang (2005 Omang J. 2005 Countdown 2015: Sexual and reproductive health and rights for all London Population Action International Washington, DC: International Planned Parenthood Federation; New York: Family Care International [Google Scholar]), and the Sexual Health and Family Planning Act (2003 Sexual Health and Family Planning Act 2003 2003 Sexual Health and Family Planning Act youth summit Canberra SHFPACT [Google Scholar]). 7. Although not discussed in this article, Gallop has written on Keyssar's pedagogy. Specifically, in her text ‘The Teacher's Breasts’ (1994a)—which is a close reading of Keyssar's interpretation of the stage instruction to ‘touch the teacher's breasts’—Gallop argues that Keyssar promotes a maternal and nurturing pedagogy. For Gallop, the maternal is enacted by Keyssar in her slip from reading the stage instruction to ‘touch her breasts’ (a sexual act) to an interpretation of the touch as ‘fleeting’ and of one breast only (the child's reverence for the maternal nurturing breast). Gallop argues that Keyssar is attempting to replicate her pedagogical ideals within the representations of pedagogy in the class play. Gallop reads Keyssar's disproportionate distress at her male student's refusal of a non-erotic interpretation of the stage instructions as indicative of the gendered power relations in the class. 8. Gallop is particularly concerned with amorous relations policies (policies that ban not just sex between student and lecturer but also intense non-sexual personal relationships). Such policies are not found in Australia (with the exception of the University of Melbourne 2002 University of Melbourne 2002 Personnel policy and procedures manual 21. Equal opportunity 21.5. Staff–student relationships Melbourne University of Melbourne Available from http://www.unimelb.edu.au/ppp/docs/21.html#21.5 [Google Scholar]); however, they are quite common in the United States. For US policies, see for example: University of Wisconsin-Milwaukee Graduate School (2006 University of Wisconsin-Milwaukee Graduate School 2006 Administrative policies: Sexual harassment Wisconsin-Milwaukee UWM [Google Scholar]), University of Wisconsin-Milwaukee Office of Student Life (2005 University of Wisconsin-Milwaukee Office of Student Life 2005 Standards of conduct and university procedures concerning sex offences prohibited acts Wisconsin Milwaukee UWM [Google Scholar]), Buffalo State College (1997 Buffalo State College 1997 Policy on consensual sexual and amorous relations Buffalo, NY Buffalo State College Available from http://www.buffalostate.edu/equity/documents/ConsensualRelations.doc [Google Scholar]), and President and Fellows of Harvard College (2006 President and Fellows of Harvard College 2006 Sexual harassment and unprofessional conduct: Guidelines in the Faculty of Arts and Sciences Cambridge, MA Harvard University Faculty of Arts and Sciences [Google Scholar]).
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