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CHAPTER NINE The feminine–maternal origins of ethics

Chetrit-Vatine, Viviane Karnac Books PDF


The feminine–maternal origins of ethics

am now going to consider the question of the foundations of ethics as responsibility for the other, in as much as it is bound up with the question of the feminine–maternal dimension in the human being.

I shall begin by making three assertions, which I shall come back to:


to this day, no human being has developed elsewhere than in a uterus, in a human matrix; every adult in charge of a child is reminded of his or her own originary encounter with the feminine–maternal dimension of his or her first objects; this encounter, in the modalities set out above, is at the origin of the human being’s capacity for responsibility for the other.

In order to reflect on the feminine–maternal origins of the human capacity for responsibility for the other, it is necessary to conceive of the feminine as going hand in hand with the maternal instead of falling into the classical alternative (maternal or feminine).

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Chapter 15: Vengeful Schemes

Paul Lee Johnson University of North Texas Press PDF


Vengeful Schemes

Earlier in the year, the Territorial legislature passed a “memorial,” a message to the United States government that Arizona Territory needed additional aid in dealing with the border bandits. The Fronteras murders helped spur United States Marshal Crawley P. Dake in Prescott into action. Sort of.

First, he had to ask for the money from the federal government:

The last Legislature of the Territory passed a memorial asking the

Government to aid in breaking up these gangs of desperadoes and that the U.S. Marshal be instructed and authorized to institute measures to this end. In view of these facts I would respectfully request to be advised in regard to the matter, as to whether any action is to be taken by the

Government through the Marshal’s office and if so, how much money I am authorized to expend in connection with the arrest and breaking up of the serious annoyance; the work will necessitate the employment of a large number of deputies as a posse and will be expensive as the cost of travel, horse [hire] and wages of men and all expenses connected with each service are very much in advance of rates charged in the other states and Territories, and much care and vigilance will have to be used to prevent blood shed as these parties are of the worse [sic] class and will hesitate at nothing in the way of crime to carry out their designs and defeat the ends of Justice.

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Chapter Fifteen - Psychoanalytic social work in practice at the Verein für Psychoanalytische Sozialarbeit Rottenburg/Tübingen

Bruns, George; Gunter, Michael Karnac Books ePub


Psychoanalytic social work in practice at the Verein für Psychoanalytische Sozialarbeit Rottenburg/Tübingen

Teaching and learning from experience

Over the last thirty years the staff of the Verein für Psychoanalytische Sozialarbeit Rottenburg/Tübingen have been developing concepts for psychoanalytic social work in inpatient, partly inpatient, and outpatient form.

For the history and structure of the Verein and its units—outpatients, into-work project, therapeutic home, see Allerdings and Staigle (1999) and the web site at

The inpatient and outpatient services of the Verein für Psychoanalytische Sozialarbeit began their work with just a few adolescents suffering from severe psychiatric disorders with autistic and psychotic symptoms. In the course of time the number of clients has grown and the spectrum of their disorders broadened considerably.

However, the shared invention of appropriate setting constructions is a complex and slow process particularly when an institution is first establishing itself. It develops in work with people who suffer from mental-emotional disorders more easily than with those with antisocial disorders because their acting-out is slower and allows one more time and space to think.

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Chapter 6 Web 2.0 Classroom: A Virtual Field Trip

Meg Ormiston Solution Tree Press ePub

When teachers teach for active learning, the effects are felt not only by their own students, but also by other teachers and students, administrators, and parents. In making the most of Web 2.0 tools and related technology, teachers empower students to direct their own learning. As I have pointed out in the preceding chapters, teaching for active learning in this fashion requires teachers to plan curriculum and instruction in new ways. They also must actively communicate with colleagues, administrators, and parents so that unfamiliar approaches in the classroom can be understood and embraced.

In this chapter, we will take a virtual field trip to an active-learning fifth-grade classroom. I will share observations about this energetic learning space and the various roles taken by the teacher and her students. In particular, I will direct attention to several pertinent factors that build success for all students in this classroom, including students’ on-task behaviors, the teacher’s actions, feedback from the building administrator and parents, and the teacher’s planning strategies, along with the Web 2.0 tools she uses in her classroom.

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6: Building an institution for experiential learning

Karnac Books ePub

Susan Long

“When I’m silent in the group, it’s like I’m a sponge. Things come into me and they feel very heavy. I left the first week here feeling like I had been run over by a steamroller. Last week I spoke a lot and I left feeling light… . My speaking seems to put up a barrier that holds the heaviness out… . I don’t want to be questioned. It’s just that that is my experience.” (Said by a “Tavistock” style study group member in response to another, who had asked if she wanted help to speak out in the group).

I talk to myself, and I remember what I said and perhaps the emotional content that went with it. The “I” of this moment is present in the “me” of the next moment. There again, I cannot turn around quick enough to catch myself. I become a “me” insofar as I remember what I said … It is because of the “I” that we say that we are never fully aware of what we are, that we surprise ourselves by our own action.

Mead, 1934, p. 174

In this chapter I examine the possibility of institutions where learning from experience is valued and engaged. I won’t be discussing a blueprint for developing such an institution; I simply don’t have one. In any case, different institutions and different work organizations will have different experiences from which to learn. Providing a blueprint would be akin to providing a ten-step guide to writing a creative novel or giving the command: “be spontaneous!” One cannot systematically plan for such a process because learning is often about being surprised by the experience. Something new happens, or one is able to see things in a new light. Learning from experience is achieved by the “I” in process rather than the “me”, which is established after the experience, to make sense of it, or to deal with it in some other way.

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