Opening to the otherwise: The discipline of listening and the necessity of free‐association for psychoanalytic praxis

It is argued that only free‐association methodically opens the discourse of self‐consciousness (the representations available to reflective awareness) to the voicing of the repressed. The method is key to Freud's originality and the sine qua non of any genuinely psychoanalytic process. Clinical procedures which do not prioritize a steadfast and ongoing commitment to this method (instead emphasizing either interpretative formulations, as decisive acts that appear to fix and finalize the meaning of a particular lived experience, or the vicissitudes of transference‐countertransference in the immediate treatment situation) all too readily entrap the treatment, limiting its capacity to divulge the power of unconscious processes. Influenced by Laplanche, Freud's 1920 principles of lifefulness and deathfulness (the binding and unbinding of psychic energy in representations) facilitate an understanding of the unique significance of free‐associative discourse in opening the representational textuality of self‐consciousness to the voicing of that which is otherwise than representationality and reason. The ‘otherwise’ is intimated as the returning force of the repressed, as the ‘unfathomable navel’ of ‘thing‐presentations,’ experienced and expressed within the text of awareness, yet not translatable into the law and order of its logical and rhetorical reflections. Free‐associative discourse thus affects self‐consciousness in a way that is radically different from other creative procedures (‘psychosynthetic’ or integratively interpretive). In this respect, the status of free‐associative praxis as necessary for a genuinely psychoanalytic process is justified.     

Forum: Teaching With,Against, and To Faith

These three articles deal with the issue of faith in the classroom – whether one should teach “to,” “for,” or “against” faith. While their institutional settings and experiences are different, the authors all contend that more serious reflection needs to be given to the matter of how religious commitment plays out in our diverse pedagogical settings. The initial article by Carolyn Medine surveys the current climate regarding student spirituality in the classroom, the broader governmental concerns, and, the tensions that inform the choices available to a professor. Todd Penner's essay analyzes faith‐as‐ideology in the undergraduate classroom, and Marjorie Lehman's contribution analyzes how the issue manifests differently in Jewish Studies.     

20世纪的易学研究及其重要特色——《百年易学菁华集成》前言

回顾20世纪的易学研究,其中有两件最重要的"大事":一是在西方学术思想的影响下,学者们用新的研究视野和历史观念对易学展开了全新的研究,在《周易》经传研究、易学史研究、象数与义理研究上都取得了巨大突破;二是一些极具研究价值的易学考古文献的发现,展现了早期易学的丰富面貌,使得人们不得不重新考量一些历史成说,这在今后的易学研究中无疑具有重要的意义。而今天的易学研究只有"面向易学作为经学的事实本身",才能使源远流长的易学文化得到真正的继承与发扬,更好地应对时代和未来的问题。     

出土文献中的易卦符号再认识

目前所发现的出土文献中的易卦符号,不是数字卦,也就是说并非由数字构成。数字卦所谓的集中说,十进位数制说都不能成立。这些易卦仍然是由符号构成的,对出土的易卦符号要区别经文和实际占筮,在实际占筮中应该是由四象符号构成,而在经文中则就是阴阳卦画。出土文献中两组并列的易卦,一般看作是本卦和之卦的关系,但不符合本卦和之卦的出卦概率,而符合两次占卦的出卦概率,因而实际可能是两次占筮的结果。