Justin Clemens

Russell Grigg

DIVArticles by noted Lacanian psychoanalysts and scholars discussing issues that emerge in Lacan's Seminar XVII (newly translated) that import fields of psychoanalysis, philosophy, political theory, cultural studies and literary studies./div

Reflections on Seminar XVII, Sic Vi

Jacques Lacan and the Other Side of Psychoanalysis

Sioned Hughes

As primary subjects are increasingly being taught on an interdisciplinary level, Russell Grigg and Sioned Hughes have created an innovative new text, Teaching Primary Humanities. This new text explores current debate, encourages reflection and provides clear guidance on planning, teaching and assessing the humanities from the Early Years to Key Stage 2. Through a blend of theory and real-life examples, Grigg and Hughes demonstrate the contribution that history, geography and religious education can make to enhancing children’s thinking, literacy, numeracy and ICT skills. Whether you are a trainee or a practitioner, this book will develop your knowledge of how young children’s understanding of place, time and community can be fostered through a play-based curriculum. It will also benefit teachers of older children looking to encourage more independent learning in their schools. About the authors: Dr Russell Grigg is Head of the South West Wales Centre of Teacher Education. He is a trained primary inspector for England and Wales. He has written widely in the field of history and primary education including Wales in the Victorian Age and Becoming an Outstanding Primary Teacher. Dr Sioned Hughes is Senior Lecturer in Initial Teacher Training at the South West Wales Centre of Teacher Education. She has published many educational materials, especially in primary geography. Her work on Patagonia was recognised by the Welsh Books Council as the ‘Bestselling Children’s Book’ in 2011.

Teaching Primary Humanities

"Undoubtedly, ‘Contributions to the Masculinity Complex in Women,’ is an underrated paper. This may be due to its not being published in English until 1924, well after Freud introduced the term ‘masculinity complex’ into his own writings. However, Van Ophuijsen’s paper was originally presented to the Dutch Psycho-Analytical Society much earlier, on 23rd June 1917. It was published in German the same year and in Dutch the following year. The term ‘masculinity complex’ is in fact van Ophugsen’s invention and Freud acknowledges his debt in his 1919 paper, ‘A Child is Being Beaten’. It is also in the present paper that various manifestations and possible consequences of penis envy are first clearly expressed, just as the libidinal investment in the ‘virile’ erogenous zone is linked to the attachment to the mother. This last point is particularly important, and Freud will later appeal to it in explaining the phallicism of the little girl. The material van Ophuijsen draws on derives from five case studies of obsessional women. One of the cases, who is here simply referred to as H., is subsequently discussed by Jeanne Lampl de Groot in her 1928 paper, ‘Evolution of the Oedipus Complex in Women’, a discussion Freud alludes to in his ‘Female Sexuality’ of 1931. The analysand was referred to Lampl de Groot because of difficulties encountered in the transference to a male analyst. It is also worth noting that van Ophuijsen takes her to be an obsessional, while Lampl de Groot diagnoses hysteria. Van Ophuijsen’s starting point concerns one aspect of the theory of penis envy; namely, that it derives from the sense a woman has of having been injured in infancy through no fault of her own and hence she will blame her mother for having brought her into this world as a woman instead of a man. This matches some character types encountered in analysis, van Ophuijsen conjectures. He also points out that this turning against the mother is, as with the castration complex, founded on a belief in the possibility of possessing the penis. The difference between the castration and masculinity complexes is that the sense of guilt attached to the former is absent from the masculinity complex, in which, on the other hand, what predominate are the sense of having been wronged and accompanying bitterness and reproaches. Moreover, the term is intended to connote the presence of a form of rivalry with men rather than the presence of any overt masculine characteristics. Finally, one should note the connection between the masculinity complex and the urethral erotism which van Ophuijsen explains in terms of a regression to the auto-erotic stage later tackled by other analysts such as Karen Homey."

The Early Psychoanalytic Controversies

Female Sexuality

A core text for those training to teach or newly qualified teachers, this book serves not only as a practical guide to primary teaching, but takes the unique approach of exploring the concept of outstanding teaching and how you can strive for and achieve excellence as a teaching professional from the outset of your career. The text is pedagogically rich and includes learning objectives, questions, case studies, a download site and reflective activities.

Becoming an Outstanding Primary School Teacher

Senior Lecturer in the School of Culture and Communication Justin Clemens

Helen Lewis

How do we encourage children to think deeply about the world in which they live? Research-based and highly practical, this book provides guidance on how to develop creative and critical thinking through your classroom teaching. Key coverage includes: · Classroom-ready ideas to stimulate high-order thinking · How to think critically and creatively across all areas of the curriculum · Case studies from primary, secondary and special schools · Philosophical approaches that give pupils the space to think and enquire This is essential reading for anyone on university-led and schools-based primary and secondary initial teacher education courses including undergraduate (BEd, BA QTS), postgraduate (PGCE, SCITT), School Direct, Teach First and employment-based routes and also anyone training to work in early years settings.

Teaching Creative and Critical Thinking in Schools

Learning outside the classroom has been high on the political agenda for several years now, but recent Ofsted reports indicate that this can be confined to termly or yearly trips, as an 'extra'. This book provides a convincing and readable promotion of regular outdoor learning. It draws on relevant research to reinforce that working in 'real' environments benefits children's all-round development - cognitively, emotionally, physically and spiritually. This is illustrated through a wide range of engaging activities, from how to make a scarecrow, to interpreting a painting in a gallery, from getting the best from a library visit, to how best to attack a medieval castle. This practical guide for busy teachers will help them to link what they do in and out of the class. It's a must for every staffroom bookshelf.

Russell Grigg

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