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• W3135375907 abstract "Thoughts are a nuisance, says Bion's patient in Learning from Experience; don't want them (1962b:34-35). Thinking, writes Arendt in The Life of the Mind, equally dangerous to all creeds and, by itself, does not bring forth any new creed ([1971]1977:176). Both these writers present theories of what thinking is, and about the risks associated with thinking; why we would sometimes not want to think. The purpose of this paper to question how 'learning', conceived not as mechanical reproduction but as a process of creative engagement with the encountered material comes about. I shall do this through putting together Arendt's philosophical account of thinking with Bion's psychoanalytic account, aiming to show how each of these theories enriched by an encounter with the other. Both of these theories illuminate, each in their own way, how thinking not a necessary component of a human life, though it would be a poor one without it, how it has a potential to undermine the existing social and mental frameworks on which we rely for support, and how thinking, as an activity arising out of experience, deeply dependent on some social conditions for its existence. To explore this theme, I shall first present two pre-psychoanalytic tales which have been central to psychoanalytic thinking, Hoffmann's story of The Sandman, as read by Rand and Torok, and Sophocles' King Oedipus, primarily as seen by Bion. In these interpretations, both the play and the fairy tale are concerned with the theme of inquiry and its potential dangers. THE SANDMAN In Hoffmann's fairy tale The Sandman (1816), which forms the basis for Freud's essay The Uncanny (1919), the harmony of Nathaniel's family disturbed on evenings when his father receives an unknown visitor, and the children are rushed to bed, being told that the Sandman coming. The answers the hero receives to his questions about the Sandman's identity does not satisfy him, and hiding in his father's room he discovers that the visitor the lawyer Coppelius, a family friend feared and hated by the mother and children and treated with admiring subservience by the father. The two men perform some mysterious work involving a fire, and when Nathaniel discovered, Coppelius wants to throw burning coals into the boy's eyes to steal them, but his father intervenes and prevents it. A year later his father dies in an explosion during a visit from Coppelius, after which the lawyer vanishes. As an adult Nathaniel receives a visit from the barometer-dealer Coppola whom he suspects of being identical with Coppelius. The latter's friend, professor Spalanzani, has the beautiful, but curiously stiff daughter Olympia, whom everyone but our hero realizes a doll (Hoffmann 1816). In Rand and Torok's re- interpretation of the nature of the uncanny, based on their reading of Hoffman's story, damage to the eyes, rather than providing an image of castration, represents an epistemic loss: Injury to the eyes a crucial element in The Sandman, but it needs to be understood figuratively as a lack of insight followed by the loss of reason. The hero's madness due to his inability to gain insight into the murky affairs of his own family. (Rand and Torok 1994:188) The authors' emphasis on the effects of secrecy in the family, which disrupts the intimacy and familiarity of the home (1994:189). attempting to inquire into the nature of the Sandman, Nathaniel told by his mother that When I tell you that the Sandman coming, it only means that you are sleepy and can't keep your eyes open any longer, as though someone had sprinkled sand into them (1994:193). His sister's nurse, on the other hand, informs him that the Sandman is a wicked man who comes to children when they refuse to go to bed and throws handfuls of sand in their eyes till they bleed and pop out of their heads (1994:193). The point that the mother and nurse's explanations reveal the element of wilful deception involved in their stories; To speak, in the context of Nathanael's questions, of someone who throws sand in children's eyes until they bleed and jump out tantamount to revealing, as in an involuntary slip of the tongue, what one actually doing: throwing dust in the child's eye in order to prevent him from finding out what the real situation is. …" @default.
• W3135375907 created "2021-03-15" @default.
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• W3135375907 date "2010-07-01" @default.
• W3135375907 modified "2023-09-27" @default.
• W3135375907 title "To Think or Not to Think-A Phenomenological and Psychoanalytic Perspective on Experience, Thinking and Creativity" @default.
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