Entry into the School, or dismember

Abstract

For those who take psychoanalysis as a cause, the School may be a destination for holed knowledge. This is not, however, a matter of something of the order of “I want to be there” or “I want to be part of it.” Nor is it a matter of wanting, or of “the time has come to enter the School because I have already done this, this, and this.” Rather, it concerns something that imposes itself upon the subject, insofar as the moment has arrived for the conclusion of a construction whose result is the installation of the logic of the School. But what is this moment—the moment of entry into the School? And what logic is at stake? These are the questions we intend to develop in this work. We know that what orients one toward the School is analytic discourse, a discourse that gives place to the real and includes the hole in knowledge. It is because there is this hole, and precisely from this hole, that it becomes possible to authorize oneself, to establish a bond, and to engage in a work of School. In other words, the logic of the School implies another relation to knowledge, as well as a specific type of bond. This bond of the School, called the work transference, makes possible the articulation between singular enunciation and collective work, thus allowing a fundamental question of formation to remain open and alive: “What is an analyst?”.