Founding documents of the Lacanian School | Acts of Establishment

After a period of operation, members of the group will see each other being proposed to switch to another group.

The position of a leader will not constitute the authority of a leader whose services may become capital entering the upper echelons, and no one will consider themselves demoted due to returning to grassroots work.

Because all individual actions will place their responsible individuals back under conditions of criticism and supervision, for this reason, all work to be carried out in the school will also be subject to these conditions.

This does not necessarily mean a top-down hierarchical system, but rather a cyclical organization whose operation – easy to establish procedures for its operation – will be consolidated through experience.

We will establish three departments, and I will work with two supportive collaborators to ensure the operation of each department.

1. Pure psychoanalytic department
Section de psychanalyse pure
The section de psychoanalysis pure, or more precisely the practice and doctrine of psychoanalysis, here psychoanalysis is and only – other psychoanalyses will also be established in their respective positions – training psychoanalysis. The urgent questions raised regarding the results of all training will find ways to pave the way here by maintaining some kind of confrontation between experienced trainees and trained candidates. The basis for its existence lies in what it does not need to conceal: that is, whenever various professional requirements drive trained analysts to take on certain responsibilities – although this is rarely analytical responsibility – the needs caused by these professional requirements. It is within the scope of this issue and as a special case, the issue of entering supervision must be positioned within it. This is a preparation to define this situation based on standards that differ from everyone’s impressions and biases. Because we all know that this is currently its only rule, if someone frequently violates the rules implied in their adherence to its form.

From the beginning and in any case, qualified supervisors will be guaranteed to practitioners trained in our school within this framework.

The characteristics that I myself have broken through various recognized standards in training practice, as well as the effects of my teaching that people attribute to my course when my analysts participate in my analysis courses in the name of students, will be presented for the research established from this. If necessary, the only stalemate left from my position in such a school will also be included in its criticism, that is, the various deadlocks that my teaching aims to achieve in the introduction itself may arise in its work.

The focus of these studies is to question established conventions, which are compiled by the department’s board of directors to ensure that the inflammatory effects of these studies are maintained through the most appropriate methods.

Three subordinate departments:
——The doctrine of pure psychoanalysis—— Internal criticism of its practice as training—— Supervision of psychoanalysts in training.
Finally, I would like to propose, based on the principles of doctrine, that this first department, as well as the department whose purpose I will state in Title 3, will not be limited to medical qualifications in its personnel recruitment, as pure psychoanalysis is not a therapeutic technique in itself.
2. Applied psychoanalysis department
Section de psychanalyse Appliqu é e
The department of applied psychoanalysis (Section de psychoanalyse appliqu é e), which means it belongs to the scope of therapeutic and clinical medicine. We will accept some medical groups within it, whether or not they are composed of subjects who have undergone psychoanalysis, as long as they can make a slight contribution to the experience of psychoanalysis – or evaluate their indications based on the results of psychoanalysis; Or it could be to test the categorical terms and structures that I introduced to maintain the correct path of Freudian practice – these are either clinical tests, definitions of pathology, or positions related to various treatment plans. Here are three more subordinate departments:
——Theories about treatment and its various variants—— Discussion on medical case resolution—— Psychiatric data and medical exploration.
A council is responsible for identifying each task as the work of the school, in order to eliminate all conservative assumptions.
3. Freudian domain inventory department
Section de reimbursement du champ freudien
The department will first ensure that everything provided by various publications claiming to be authoritative in this field is reported and critically reviewed. The department will also work on updating the principles by which analytical practices must gain their place in science. Its status – no matter how special, it must be acknowledged in the end – cannot be an unspeakable experience. Finally, the department also requires us to teach our experiences, just as it requires us to convey how the structuralism established in certain disciplines can elucidate what I have already demonstrated in our science – and how these disciplines can derive complementary inspiration from what we subjectify in the opposite direction.

Finally, a practical approach to theory is also necessary. Without such practice, the order of kinship (ordre d’affinit é s) defined by various speculative sciences will always be subject to the manipulation of elevating one’s political drift with the illusion of a condition universe.

Therefore, there are still three subordinate departments:

——Continuous commentary on psychoanalytic movements—— Border with neighboring disciplines—— The ethics of psychoanalysis, that is, the practice of its theory.
The financial funds are primarily composed of membership fees donated by members of the school, allowances that the school may receive, and even the services that the school guarantees in its capacity. These funds will be fully reserved for the school’s efforts in publishing. Firstly, an yearbook will gather the titles and abstracts of various works in the school, regardless of whether they have been published or not. All members serving in the school can appear in this yearbook at their simple request. The way for everyone to join the school is by participating in a working group, which we have already mentioned earlier.

The initial admission will be decided by me personally, and I will not consider the positions that anyone has taken against me in the past. I can confidently say that for those who have left me, it is not me who hold grudges against them, but they always resent me even more because they cannot return to my side.

My response to others will only involve things that I can infer or confirm based on the value of the group and the position that the group intends to assume first.

The organization of the school must follow the principle of rotation that I have pointed out, which will be regulated internally by a committee recognized by the first plenary session of the parliament to be held within a year. This committee needs to formulate the charter of the school based on the journey it has gone through at the end of the second year, which will then be approved by the second parliament.

In order for the organization to operate, membership does not need to cover this complete plan. I don’t need a large list of people, but rather some determined workers, just like the people I have known since then.

Part 2
Attached official letter
This foundational document (also known as the “Established Action”) will treat those simple conventions as worthless. However, it also seems to open up certain issues to those who are still governed by these conventions. A user’s guide provides the most frequently requested answers in seven headings, allowing us to imagine what kind of questions they dispel.
No.1
About Trainers
A psychoanalyst becomes a trainer because one or more of his psychoanalyses have been proven to be training oriented. This is a qualification authorized by facts, which actually always happens like this, and it only belongs to an yearbook recognized by facts, without even needing to make this yearbook claim to be exhaustive. The use of peer recognition will become ineffective because it allows for the so-called “list” we have recently introduced, and also because other societies can use this list for certain purposes, which in the clearest way misunderstand the analysis to be carried out and the conditions of ongoing analysis themselves.

The essence of these conditions is that analysts have the freedom to choose their analysts.

No.2
On the Qualification of Candidates for Schools of Thought
The qualification of candidates for the application school is one thing, while granting the qualification for training analysis is another. The candidate qualifications of the school require us to adjust a choice based on the goals of their work. At the beginning, a simple reception committee (comit é d’accoueil) will be responsible for this, which is called “Cardo”, also known as “hinge” or “hinge” in Latin, indicating the spirit of this committee.

Let’s recall that the requirement for training psychoanalysis is only aimed at the first department of the school, even if it is what all other departments hope for.

No.3
On Training Psychoanalysis
The authorization of a psychoanalytic qualification for training has so far been exercised through a choice, and in order to judge this choice, we only need to point out that it does not allow people to articulate any of its principles during its duration. Unless one first breaks the tradition of ridicule, no one will have the opportunity to stand out in the future. The only definite principle that needs to be proposed here, let alone ignored, is that psychoanalysis is established as training based on the subject’s will, and as far as analysis touches upon his hidden desires, the subject should also be informed that analysis will question this will.
No.4
On Training Psychoanalysis with the Participation of Schools of Thought
Those who engage in training psychoanalysis are those who make their own decisions and choose to do so. The first clause of this official letter even means that they can be in a position to authorize their psychoanalysts as trainers. But joining the school also imposed a condition on them, which is to let people know when and where they devoted themselves to the school’s cause.

Because no matter when the subject enters analysis at any time, the school needs to weigh this fact with the inescapable responsibility of analysis in its consequences.

Psychoanalysis does indeed have an impact on any practice of the subject involved. When engaging in such practice, although it rarely has psychoanalytic effects, the subject will realize that they have caused these effects where they must be recognized.

How can we not see that from the moment these effects are produced, supervision becomes necessary, and first and foremost, to protect those who are affected by them in the patient’s position from these effects?

The certain thing involved here is a responsibility imposed by reality on the subject to take risks in their practice.

Pretending to ignore this fact is the incredible role that people maintain in the practice of training analysis: the subject is considered incapable of practicing, or is seen as intentionally violating rules of prudence and even sincerity. If this rule is followed, the subject will ultimately fall into failure in its functionality, as we know, within the boundaries of what happens elsewhere.

The school will not avoid this catastrophic situation, as its work is carried out for the sake of guarantee.

That’s why schools of thought ensure that those supervisors are suitable for everyone’s situation in a realistic way, and the agreement of analysts is a part of this reality.

Conversely, an incompetent solution may also prompt the school to interrupt the agreement.

No.5
About Joining the School of Thought
At present, you need to join the school through two paths. A) According to this foundational document, a group formed through mutual selection – such a group will be called a “cartel” – must join the school with my permission in the name of each person’s desired job. B) Those who want to make themselves known for any plan will find a useful path with a Cardo member: the first group of people will need to accept Cardo’s position at my request, and their names will be announced before July 20th. As for those who apply to me, I will personally recommend one of them.
No.6
On the Status of Schools of Thought
My personal leadership is temporary, even though I have promised the next four years. In our view, these are all necessary for the school to operate. If its legal status is to be clarified under the Association Charter under the 1901 law from now on, then we believe that its internal charter should first be put into operation, and with the consent of everyone, we will propose this internal charter within a fixed period of time. Let us not forget that the worst opposition people can make to various societies in their form of existence is that they cause even the exhaustion of quality (talent) work on the best members.

The achievements of a school will be measured by the output (outcome) of the work that can be received in its position.

No.7
On the School of Thought as a Pioneering Experience
We believe that this pioneering aspect is necessary and even indispensable in this established action, and we will leave it to everyone to discover its future and hidden dangers. For those who may wonder what is guiding us, we will reveal its reasons. The teaching of psychoanalysis can only be transmitted from one subject to another through a transfer of work.

If it weren’t for resorting to this kind of job transfer, then our “seminars”, including the courses we took at the Paris Normal University, would appear worthless.

Any academic institution, especially ours, no matter how beneficial it may be in guiding work, cannot make predictions about the conclusions that will eventually become its leftovers.

Part Three
Introduction
We can first raise the issue of its relationship with teaching, as teaching cannot make decisions about its actions without guarantee. We will propose that no matter how qualified those who can discuss this teaching are, the school will not rely on this teaching, nor will it even provide it, because this teaching is conducted externally. If, in reality, the presence of listeners who have not yet formed their scale in this teaching is manifested at the same turning point imposed on the school, then marking what separates them becomes even more important.

The É cole Freudienne de Paris – a title that has been preserved in the established actions – clearly declares the various intentions we set out from it for those who are bound by words.

Let’s skip this place, because it is not without reason that we have once again accepted the challenge that Freud had long welcomed but was taken away from here with the emblem of bloodline: our school must first and foremost be the Freudian school, because – if this truth is perhaps supported by some insistence on reaffirming its presence but thus made people realize it with a French appearance – in fact, Freud’s message (or revelation) far exceeds the use of it by practitioners who believe in him in the English speaking world in its radicalism.

Even though in France, as elsewhere, we lend a hand to this practice washed away by a flood of psychotherapy linked to the needs of social hygiene – in fact, compared to the occasions in which he provided himself to immerse himself in this open place, no practitioner would not show any discomfort or disgust, or even ridicule or fear. The practices reported here take the form of imperialism: the conservatism of the goal, the ignorance and impure of the doctrine, and the retreat towards a simple and pure psychological principle – all of which are poorly compensated for by the propaganda of those clergy. It is easy to use comics to satirize this situation, but in their confession, they are one of the very few people who witnessed psychoanalysis not being destroyed in the plague it spread because of its training.

This inconsistency allows us to imagine it with an obvious fact, and its appearance is to question whether psychoanalysis is truly ubiquitous in our era, while psychoanalysts are always elsewhere.

Because it is impossible for people to be surprised for nothing that only the name of Freud becomes a symbol opposite to the name of Marx due to the hope of the truth it conveys – doubts about the latter never disappear – although the gap between them is clearly unbridgeable, and on half of the path opened by Freud, one can also glimpse why Marxism failed to explain the reason for the increasingly excessive and insane power in politics, even if it was a revival effect that did not play with the contradictions of this power.

If psychoanalysts cannot judge the evil things they are immersed in, they will feel that they have fallen into failure here – which is enough to explain why they respond to this with a dormant mind. This kind of self abandonment opens the way for a false self satisfaction and brings those true self satisfied effects to vested interests; In this regard, they tarnished the seal they guarded as a career with various terms. Although this seal itself would never fall under the jurisdiction of economic rule, it facilitated those employed by this economy to place their identity and even the highest level: the orientation of psychology and its various positions.

Therefore, psychoanalysis is too highly anticipated, while psychoanalysts are too untenable, so that we can only lift this suspension from the place where they maintain a distance from it: that is, in the training of psychoanalysts.

This is not entirely because the school of thought has not mastered something that can ensure that it does not break any continuity: that is, those psychoanalysts who are impeccable from a certain perspective, because for them, just as for a few other subjects who have received Lacan training, this is enough to make them abandon their teaching in order to gain recognition from a certain “international”, and it is well known that they must abandon such recognition solely based on their own choices and distinctions.

It is precisely the school that has once again raised doubts about these unquestionable principles of authorization, and has also gained recognition from those who clearly receive such doubts.

That is why it has once again been proven to be a Freudian school, and the term “school” now needs to be tested by us.

This term needs to be understood in a sense that in ancient times it meant certain refuge places (lieux de refuges), even opposing bases of warfare that could already be called discontent in civilization (bases d’op é ration).

By limiting us to our dissatisfaction with psychoanalysis, the school seeks more than just handing over its battlefield to a critical task: laying the foundation for this experience and questioning the lifestyle it leads to.

The loneliness felt by those who joined here is enough to make them clarify this obvious situation, that apart from the emergence of psychoanalysts, there is nothing more certain in the present that psychoanalysis should highlight as a merit – although this debt must appear as something desirable.

This does not mean that everyone is indulging in some kind of self blame here. People here can all realize that the effectiveness of psychoanalysis is a more worthwhile symbol even in its state of questionable truth, compared to so many treatment methods that have not yet been sorted out on their standards in medicine (are those standards for restoring social function isomorphic to those for healing?), and even the fluctuations and blind promises that are trusted in the stagnant field of psychiatry: let us say that psychiatry has become a problem for everyone.

Even more strangely, we need to see how psychoanalysis plays the role of a lightning rod here. If there were no psychoanalysis, how would people take themselves seriously in places where opposing psychoanalysis is considered their merit? Therefore, a “status quo” emerged where psychoanalysts could be content to let anyone know their shortcomings.

However, psychoanalysis has always been known for its ability to reach a concept of healing in its field, that is, to return the meaning of symptoms to them, to assign a certain position to the desires they conceal, to modify the understanding of a particular relationship in a typical way, and it must also be able to clarify it through the structural distinctions required by various forms of illness, and be able to identify these structural distinctions between the existence of this requirement (l’a ê tre qui demand) and the existence that identifies itself with this requirement (qui s’identification à cette demand) and the various relationships between this identity itself.

In addition, it also needs to let the desire and transfer that endow them with vitality be able to disturb those who experience them and even make them unbearable to those eternal concepts about human structure and God structure. In these concepts, intelligence and volont é are distinguished by the so-called passivity of the first mode and the arbitrary initiative attributed to the second mode.

The connections imposed by Freud on desire are a call to modify such ideas, but such modifications seem to go beyond the capabilities of psychoanalysts. Perhaps his abilities will also be overshadowed by the fragile care that moved him to the people he helped.

However, it is precisely at this point that we cannot avoid the issue of desire, that is, when it comes to the psychoanalyst himself.

And there is nothing more pure nonsense than the stories circulating on this point: the safety of analyst intervention is precisely based on this.

If we want to pursue the misconceptions concealed by those false certificates in these excuses, it requires establishing the most effective encounter between a personal experience and the experiences that call it recognition, and treating it as a common good.

Those academic authorities themselves are collateral for their bankruptcy agreements here, which means we can no longer expect urgent demands for supervision that may be put on the agenda elsewhere from the outside.

This is a matter that only belongs to those who are interested in psychoanalysis in action, whether psychoanalysts or not.

The school of thought is open to them in order to test their interests, and it does not prohibit them from creating the logic of the school.