| dc.identifier.citation | Briton, D. (2002). The teaching imaginary: Collective identity in a post-prefixed age, Chapter Two in: jagodzinski, j. (ed.). Pedagogical desire: Transference, seduction, and the question of authorial ethics. Westport, Connecticut: Greenwood Publishing Group. | en |
| dc.description.abstract | Every society up to now has attempted to give an answer to a few fundamental
questions: Who are we as a collectivity? What are we for one another? Where and in
what are we? What do we want; what do we desire; what are we lacking? Society must
define its identity, its articulation, the world, its relations to the world and to the
objects it contains, its needs and its desires. Without the answer to these
questions, without these definitions, there can be no human world, no society, no
culture for everything would be an undifferentiated chaos. The role of imaginary
significations is to provide an answer to these questions, an answer that, obviously,
neither reality, nor rationality can provide. (Castoriadis, 1998, pp. 146 147) | en |
