Continuing teachers' education: knowledge and wisdom in the clinicalanalysis of professional practice

Abstract

In thepsychoanalyticperspective of teachers' practices analysis, the subjective and professional implications of the teacher when exercising his or her job, demands a necessary articulation between knowledge and wisdom, that is, between possible and incidental, scienceproduced knowledge and the lack of knowledge of the enigma which animates the subject, a knowledge of the unknown, carrier of truth. For not reducing knowledge to the dimension of an object of exchange and enjoyment ("jouissance") of the Other, the teacher, marked by his or her singular style, give witness of the knowledge that inhabits him or herself and interrogates it while production of desire, whose truth becomes the way that guides him or her in the adventure of educating between Sila and Caribdis. This is the challenge placed at the education of teachers in the perspective of the clinical analysis of professional practice, whose historical origins allows understanding and analyzing its consequences nowadays.