글쓰기 교육에 대한 정신분석학적 함의

Abstract

The purpose of this paper is to argue the psychoanalytical implications of writing education. Until now, psychoanalysis cannot be said to have been actively used as a methodology for writing education. This is because the school system has been aimed at learning the Symbolic norms and value. While psychoanalysis aims for subject of the Real that goes beyond the Symbolic, the modern school is a system that has difficulty converging the subject’s tendencies. However, contemporary capitalism creates conflict and tension between the subject and the Symbolic, which appears as a symptom of the subject. Symptoms are not something to be suppressed or eliminated. Rather, an individual can become the subject of the Sinthome by understanding, interpreting, and accepting the symptoms. The subject of Sinthome is the Real subject, an ethical subject who can weave the new Symbolic while supporting pure desire. In this paper, open-ended questions were presented in writing education to help students interpret their own symptoms, thereby seeking a way for students to become subjects of their own symptoms without pathologically repressing or eliminating them. Writing as Sinthome largely consists of three processes. Stage 1 is the stage of understanding desires. In order to know the symptoms, understanding the desire can be prerequisite. This is because by understanding what desire is, we can figure out what symptoms that desire has caused in conflict with the Symbolic. The second stage consists of ‘identifying symptoms, exploring the cause of symptoms, examining the impact of symptom removal, recontextualizing symptoms, insight into symptoms and jouissance.’ If the second stage consists of realizing jouissance and exchange centered on the ‘subject’, then the third stage shifts towards the ‘other’. The writing subject explores others, and moves toward detecting the Real or reconstructing the Symbolic. It is not necessary to go through all steps 1 to 3 for descriptive writing. Focusing on step 2, steps 1 and 3 may be omitted depending on the learner and situational variables. This paper started from the premise that writing as a Sinthome enables the true subjectivation mentioned by Lacan. The value of this paper can be found in that it verifies the significance of the psychoanalytical approach in writing education by presenting specific questions for teaching writing as Sinthome and applying this method in actual writing education.