[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-593381-105":59,"doc-detail-593381-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","psychic-speech-unaware-lack-and-educational-discourses","Psychic Speech, “Unaware Lack”, and Educational Discourses","","Explores psychic speech through psychoanalytic and educational thought, framing “the unaware lack” as inevitable, transferential, and transfer-linked. It argues that psychic speech produces recurring life patterns derived from signifier chains, while also recognizing surplus as an internal “object” that remains as a remainder of symbolic demand. Summarizes two aspects—“remote resonance” and “generative filters”—and contends they can disrupt educational discourses by unsettling stable relations between teaching and learning.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/psychic-speech-unaware-lack-and-educational-discourses/593381/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/psychic-speech-unaware-lack-and-educational-discourses/593381.png","ImageObject",300,407,{"name":92,"@type":93},"Elsa","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does “psychic speech” mean in this paper?","Question",{"text":112,"@type":113},"It refers to a psychic discourse informed by psychoanalysis and education, arising from signifier chains and embedded unconscious thoughts and desires, including compulsive repression by conscious life.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the paper connect psychic speech to education?",{"text":117,"@type":113},"It summarizes two aspects—“remote resonance” and “generative filters”—and argues that they may disrupt educational discourses by changing how knowledge taught is received and interpreted.",{"name":119,"@type":110,"acceptedAnswer":120},"Why does the same teaching produce different student outcomes?",{"text":121,"@type":113},"The paper discusses Taubman’s view that students interpret, accept, resist, or ignore what teachers say in idiosyncratic ways, and that what is taught is not automatically what is learned.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593381,1792310238,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},137455077381,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Psychic Speech,“Unaware Lack”, and Educational  \nDiscourses  \nBy Wanying Wang􀀍  \nThis paper explores my sense of psychic speech, informed by the works of Lacan, Taubman, and those of other scholars. While being “the unaware lack” in oneself that is ineluctable and transferential, this psychic speech informed by the ideas of psychoanalysis and education focuses on a simultaneity of two aspects: first, derived from the chain of signifiers, psychic speech manifests as recurring patterns in one’s life, embedded in one’s unconscious thoughts and desires and compulsively repressed by the conscious; second, this psychic speech recognizes the existence of surplus, emphasizing “the object” within the subject, both as one’s most primitive internality as first cause and a remainder of the symbolic demand upon oneself yielded during the process. I then summarize the two aspects of psychic speech as “remote resonance” and “generative filters” and argue that the two aspects may disrupt educational discourses. Locating oneself along one’s chain of signifiers and within the surplus that is the kernel in oneself, my sense of psychic speech allows self to move endlessly toward transcendence.  \nKeywords: psychic speech, unconscious, repetition, surplus and transcendence  \nMy Teaching Story--The Unconscious and the Disavowal Knowledge  \nAwhile ago, I worked as a university lecturer teaching public required courses ina Chinese university. I adopted bilingual teaching for the course entitled Fundamental Knowledge of Chinese Law. This teaching experience allowed me to reconsider teaching and learning and my role as a university teacher. Bilingual teaching at that time in China seemed innovative because of the use of another language in teaching Chinese law. As I spent all of my efforts and time on teaching and was teaching with passion (I believe that I was not indoctrinating), surprisingly, I obtained different feedback from my students for my teaching: some were listening attentively while some of them might not have been very focused or seemed indifferent to what I said in class; some students were interested in content of the subject while some were bothered by the difficulty encountered in their learning; some wanted to do something more related to their careers such as their specialization learning while some considered the class as an opportunity to learn both English and law. However, I did not take students’ response seriously. I have kept repeating the way that I thought as ideal way of teaching” during my teaching career. I had always hoped that my student can embrace the knowledge I taught, and shared with me what they had learned from my class.  \nMany years later, as I recalled that experience, I began to ask myself: Are these the reasons as shown above that students do not always learn what we teach? Why is certain knowledge (conceived as discourse sometimes) being taught, however  \n􀀍Visiting Assistant Professor, St. John's University, USA.  \nproducing different, unexpected outcomes? Taubman (2011) offers an answer: “Students interpret, accept, resist, or ignore in a hundred different ways unique to each of them what the teacher says and offers. That which is taught is never synonymous with what is learned, unless what is taught is exactly that which can be reproduced, in which case we have two machines, both transmitting and receiving”(p. 25) . The knowledge taught by teachers is “filtered” by various students—each of them has their own way of interpreting and understanding knowledge. How can we have access to “the inner operation of students”? How can we know the effects of the knowledge taught by teachers as time goes by?“Furthermore,” as argued by Taubman (2011),“on some level teachers know that while they might “touch” that one life,“save”that one mind, or “reach” that one student, the effects they have dissolve into the complicated lives those students lead”(Taubman, 2011, p. 25). The dissolving effect seems to be only approached","cbCainGdt8XuH2Vf","https://ap.wps.com/l/cbCainGdt8XuH2Vf","pdf",323340,18,"English","# Psychic Speech, “Unaware Lack”, and Educational Discourses\n## My Teaching Story—The Unconscious and the Disavowal Knowledge\n## Unconscious and the Disavowal Knowledge","[{\"question\":\"What does “psychic speech” mean in this paper?\",\"answer\":\"It refers to a psychic discourse informed by psychoanalysis and education, arising from signifier chains and embedded unconscious thoughts and desires, including compulsive repression by conscious life.\"},{\"question\":\"How does the paper connect psychic speech to education?\",\"answer\":\"It summarizes two aspects—“remote resonance” and “generative filters”—and argues that they may disrupt educational discourses by changing how knowledge taught is received and interpreted.\"},{\"question\":\"Why does the same teaching produce different student outcomes?\",\"answer\":\"The paper discusses Taubman’s view that students interpret, accept, resist, or ignore what teachers say in idiosyncratic ways, and that what is taught is not automatically what is learned.\"}]","Psychic Speech, “Unaware Lack”, and Educational Discourses | PDF",1792077155,45]