| Lutecium a non-school of Lacanian/Freudian Psychoanalysis San Francisco, California |
|
© All Rights Reserved
On Lusting in your Heart... © Heather Robinson
Lutecium is the new Lacanian/Freudian formation located in downtown San Francisco that is committed to preparing psychoanalytic
candidates through on-site courses and our virtual campus to practice, publish, and actively participate in the global psychoanalytic
community. Lutecium welcomes the fourth generation of Lacanian psychoanalysts. We invite students of all disciplines to join us in
preparation for psychoanalytic practice. We invite non-clinicians to take advantage of our scholar’s track that offers academicians
access to our extensive Lacan/Freud archives. Scholars will also have intimate exposure to Lacan’s complete teachings, including
his later work.
Lutecium uses the term “non-school” to contrast the difference between a Lacanian school-like education and a particular style of
psychoanalytic transmission that preserves the Freud/Lacan Lineage of transmission by addressing what Lacan referred to as the
“non-analyst.” The non-analyst refers to what the analyst does not “know”; thus rendering overly regimented or academic
approaches to psychoanalytic training a grave misrepresentation of Lacan’s project. We realize that the signifiers “Lacan" and
“school “ can initially serve to quell anxieties regarding Lacan’s idiosyncratic speaking and writing style. However, we support
Lacan's concern that an over-identification with phallogocentric knowledge works against the development of the artful range of
representations that requires the analyst to also stand in for each analysand’s ineffable and un-locatable object a of desire in order
to ultimately elicit a confrontation with the REAL of drive.
We believe that any “master’s reading” of Lacan - frequently indicated by the term Lacan or Lacanian school - is antithetical to
Lacan’s idea that psychoanalytic discourse, unlike the master’s discourse, produces new significations rather than mimicry and pure
replication, an over acceptance of forms at the expense of sensibility. Rather, the effect of the analytic discourse releases the
subject from a master signifier producing a desiring subject; a speaking subject, and the potential for what Badiou refers to as new
forms. We believe the freedom to create new forms has significant social and political effects. Lutecium believes that the power of a
Lacanian praxis resides in the analysts capacity to respond to the metonymic characteristics of Lacan’s discourse; a notably complex
discourse that sets off signifying resonances that differ for each of us, not unlike the personal and idiosyncratic way that words and
signifiers will move differently within each subject, and subsequently, within the treatment of each analysand. Lutecium
contextualizes our candidates' exposure to Lacan’s text within a lineage of Freudienne/ Lacanian transmission that invites a honing
of the process of psychoanalytic listening through a sensibility and style that resonates with the uncanny and particular unfolding of
each analysand’s personal unconscious… to offer the room necessary for the emergence of a speaking subject.
Our Formation Program
Lutecium offers our students and candidates intimate exposure to Freud's and Lacan’s complete projects. Students will have
unprecedented access to Lacan’s later and lesser known work. Many of Lacan’s later theoretical concerns particularly regarding the
role of the real within the clinic were stimulated and articulated through Lacan’s explorations in topology. Lutecium incorporates
topology courses taught by psychoanalyst and topologist Jacque Siboni, M.D. Dr. Siboni will introduce students to the direct
topological work received by the third generation during this most critical revision of his earlier work. Dr. Siboni will guide candidates
and students through Lacan’s topological unfolding of Lacan’s conception of the sinthome as a fourth ring within the Borromean
knot, a fourth register-- within the Symbolic, Imaginary and Real. We believe an intimate acquaintance with the Lacan’s later
mathematical inquiries by those proficient in mathematics and topology provides the critical missing link to our fourth generation.
“Lacan defines the sinthome as a new register in the Real-Symbolic-Imaginary triad. The sinthome is responsible for binding the
other three registers into an interdependent unity, while simultaneously transcending them. The sinthome challenges the entire
project of psychoanalysis. It raises new questions about the role of the analyst, namely, how does the therapist guide the analysand
to idenfity with the symptom while preserving individuality, freedom, intelligence, creativity, and personality?" - Verhaege and
Declercq.
Our Virtual Campus Community
Lutecium utilizes the latest in technology to enable our candidates and students to have wide range access to centralized digital
library of all of Lacan's text and audio recordings that have been centralized, archived and managed by Jacques Siboni, M.D. at his
Lutecium.org, Paris, site. Our virtual campus is designed specifically for a socially interactive pedagogy and enables our students
from all over the world to have ready access to our comprehensive online Freud/Lacan library, courserooms, blogs, chatrooms,
audio and video files, and live feeds. In addition to easier communication within already well established European and South
American cultures, we are particularly interested in exposing our candidates to the creative psychoanalytic work generated out of
other cultures such as our neighbors in Eastern Europe, India, China, South Africa, and Cuba, among others.
Our Pedagogy
Lutecium’s teaching and pedagogy style is based on our belief that academic inquiry and curiosity is crucial to a Socratic learning
that enables the complexity of psychoanalysis to be unfolded through the questions, and curiosity ignited within each candidate and
student. Lutecium is dedicated to providing an educational/training forum that enables the practice of psychoanalysis to be exposed
and informed by interdisciplinary discourses and creative thought.
“Care” is one word I would use to describe our candidates and students. Our students not only care about “psychoanalytic”
knowledge, they care about the larger social and political world they live in; they care about others and wonder how knowledge
might be used to comprehend and examine not only their private worlds, not only their clients' private worlds, but also how the
evolving larger social political world affects interior space. Our students are inquisitive, well read, creative, and curious; they are not
afraid to think out loud. They are politely disobedient. They are open. They ask lots of hard questions about everything and they
desire to bring the theory and practice of psychoanalysis into our modern times. Our students would probably be considered radical,
elegant, and independent thinkers. They have beautiful minds” - Rebecca Bauknight, Ph.D., President, Lutecium Group.
Our Programs
Our writing lab LETTERS, film series, clinical/scholar formation program, and workshops, offer our candidates and students ample
opportunities to teach courses and present their work to the community. Lutecium is dedicated to preparing our candidates to
practice psychoanalysis, teach, and write articles for publication, enabling widespread participation within the international
psychoanalytic community. We are dedicated to mentoring our candidates and students during the arduous process of becoming a
psychoanalytic practitioners. Our close mentorship of candidates by psychoanalytic advisors and faculty enables our candidates to
work and play with the complex themes and at times difficult text through Lutecium’s interactive online and in-class pedagogy
designed to facilitate clinical, creative, and individual thinking.
In addition to the classical Freud/Lacan coursework that offers original text readings, Lutecium’s community seminar and workshops
offer a broad range of philosophical and critical thinkers that include Euclid, Plato, Deleuze, Cixous, Spivak, Zizek, Hegel, Badiou,
Aristotle, Foucault, Fannon, Homi Babbha, Spinoza, and others, offering a rich mosaic of thought to address the pressing
philosophical, social, and political concerns regarding race, gender, feminism, the collapse of commodity, and environmental issues.
We believe that there is a complex interplay between historical, political, societal concerns and the evolution of the subject and the
theories that attempt to address conscious and unconscious processes. We invite this complexity into the classroom as a way to
prepare our candidates for the diverse encounters they will have within the inner and outer landscapes of psychoanalytic practice.
candidates through on-site courses and our virtual campus to practice, publish, and actively participate in the global psychoanalytic
community. Lutecium welcomes the fourth generation of Lacanian psychoanalysts. We invite students of all disciplines to join us in
preparation for psychoanalytic practice. We invite non-clinicians to take advantage of our scholar’s track that offers academicians
access to our extensive Lacan/Freud archives. Scholars will also have intimate exposure to Lacan’s complete teachings, including
his later work.
Lutecium uses the term “non-school” to contrast the difference between a Lacanian school-like education and a particular style of
psychoanalytic transmission that preserves the Freud/Lacan Lineage of transmission by addressing what Lacan referred to as the
“non-analyst.” The non-analyst refers to what the analyst does not “know”; thus rendering overly regimented or academic
approaches to psychoanalytic training a grave misrepresentation of Lacan’s project. We realize that the signifiers “Lacan" and
“school “ can initially serve to quell anxieties regarding Lacan’s idiosyncratic speaking and writing style. However, we support
Lacan's concern that an over-identification with phallogocentric knowledge works against the development of the artful range of
representations that requires the analyst to also stand in for each analysand’s ineffable and un-locatable object a of desire in order
to ultimately elicit a confrontation with the REAL of drive.
We believe that any “master’s reading” of Lacan - frequently indicated by the term Lacan or Lacanian school - is antithetical to
Lacan’s idea that psychoanalytic discourse, unlike the master’s discourse, produces new significations rather than mimicry and pure
replication, an over acceptance of forms at the expense of sensibility. Rather, the effect of the analytic discourse releases the
subject from a master signifier producing a desiring subject; a speaking subject, and the potential for what Badiou refers to as new
forms. We believe the freedom to create new forms has significant social and political effects. Lutecium believes that the power of a
Lacanian praxis resides in the analysts capacity to respond to the metonymic characteristics of Lacan’s discourse; a notably complex
discourse that sets off signifying resonances that differ for each of us, not unlike the personal and idiosyncratic way that words and
signifiers will move differently within each subject, and subsequently, within the treatment of each analysand. Lutecium
contextualizes our candidates' exposure to Lacan’s text within a lineage of Freudienne/ Lacanian transmission that invites a honing
of the process of psychoanalytic listening through a sensibility and style that resonates with the uncanny and particular unfolding of
each analysand’s personal unconscious… to offer the room necessary for the emergence of a speaking subject.
Our Formation Program
Lutecium offers our students and candidates intimate exposure to Freud's and Lacan’s complete projects. Students will have
unprecedented access to Lacan’s later and lesser known work. Many of Lacan’s later theoretical concerns particularly regarding the
role of the real within the clinic were stimulated and articulated through Lacan’s explorations in topology. Lutecium incorporates
topology courses taught by psychoanalyst and topologist Jacque Siboni, M.D. Dr. Siboni will introduce students to the direct
topological work received by the third generation during this most critical revision of his earlier work. Dr. Siboni will guide candidates
and students through Lacan’s topological unfolding of Lacan’s conception of the sinthome as a fourth ring within the Borromean
knot, a fourth register-- within the Symbolic, Imaginary and Real. We believe an intimate acquaintance with the Lacan’s later
mathematical inquiries by those proficient in mathematics and topology provides the critical missing link to our fourth generation.
“Lacan defines the sinthome as a new register in the Real-Symbolic-Imaginary triad. The sinthome is responsible for binding the
other three registers into an interdependent unity, while simultaneously transcending them. The sinthome challenges the entire
project of psychoanalysis. It raises new questions about the role of the analyst, namely, how does the therapist guide the analysand
to idenfity with the symptom while preserving individuality, freedom, intelligence, creativity, and personality?" - Verhaege and
Declercq.
Our Virtual Campus Community
Lutecium utilizes the latest in technology to enable our candidates and students to have wide range access to centralized digital
library of all of Lacan's text and audio recordings that have been centralized, archived and managed by Jacques Siboni, M.D. at his
Lutecium.org, Paris, site. Our virtual campus is designed specifically for a socially interactive pedagogy and enables our students
from all over the world to have ready access to our comprehensive online Freud/Lacan library, courserooms, blogs, chatrooms,
audio and video files, and live feeds. In addition to easier communication within already well established European and South
American cultures, we are particularly interested in exposing our candidates to the creative psychoanalytic work generated out of
other cultures such as our neighbors in Eastern Europe, India, China, South Africa, and Cuba, among others.
Our Pedagogy
Lutecium’s teaching and pedagogy style is based on our belief that academic inquiry and curiosity is crucial to a Socratic learning
that enables the complexity of psychoanalysis to be unfolded through the questions, and curiosity ignited within each candidate and
student. Lutecium is dedicated to providing an educational/training forum that enables the practice of psychoanalysis to be exposed
and informed by interdisciplinary discourses and creative thought.
“Care” is one word I would use to describe our candidates and students. Our students not only care about “psychoanalytic”
knowledge, they care about the larger social and political world they live in; they care about others and wonder how knowledge
might be used to comprehend and examine not only their private worlds, not only their clients' private worlds, but also how the
evolving larger social political world affects interior space. Our students are inquisitive, well read, creative, and curious; they are not
afraid to think out loud. They are politely disobedient. They are open. They ask lots of hard questions about everything and they
desire to bring the theory and practice of psychoanalysis into our modern times. Our students would probably be considered radical,
elegant, and independent thinkers. They have beautiful minds” - Rebecca Bauknight, Ph.D., President, Lutecium Group.
Our Programs
Our writing lab LETTERS, film series, clinical/scholar formation program, and workshops, offer our candidates and students ample
opportunities to teach courses and present their work to the community. Lutecium is dedicated to preparing our candidates to
practice psychoanalysis, teach, and write articles for publication, enabling widespread participation within the international
psychoanalytic community. We are dedicated to mentoring our candidates and students during the arduous process of becoming a
psychoanalytic practitioners. Our close mentorship of candidates by psychoanalytic advisors and faculty enables our candidates to
work and play with the complex themes and at times difficult text through Lutecium’s interactive online and in-class pedagogy
designed to facilitate clinical, creative, and individual thinking.
In addition to the classical Freud/Lacan coursework that offers original text readings, Lutecium’s community seminar and workshops
offer a broad range of philosophical and critical thinkers that include Euclid, Plato, Deleuze, Cixous, Spivak, Zizek, Hegel, Badiou,
Aristotle, Foucault, Fannon, Homi Babbha, Spinoza, and others, offering a rich mosaic of thought to address the pressing
philosophical, social, and political concerns regarding race, gender, feminism, the collapse of commodity, and environmental issues.
We believe that there is a complex interplay between historical, political, societal concerns and the evolution of the subject and the
theories that attempt to address conscious and unconscious processes. We invite this complexity into the classroom as a way to
prepare our candidates for the diverse encounters they will have within the inner and outer landscapes of psychoanalytic practice.
| We invite you to join us! |
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