Social Sciences

School of Social, Psychological and Communication

Sciences
Psychoanalytic
Contributions
Semester 1
2014-15
Dr Tom Goodwin
t.w.goodwin@leedsmet.ac.uk
1
Table of Contents
1. Key Information.......................................................................................
!. Introduction............................................................................................. "
!.1 #odule $ims and %b&ecti'es.............................................................."
!.! (earning %utcomes............................................................................ )
!. *ta+ Contact Details.......................................................................... )
!." ,hat-s e./ected of you0....................................................................1
. #odule Information................................................................................. 1
.1 #odule Deli'ery................................................................................. 1
.! #odule Content 2 (ectures.................................................................3
". *eminar *chedule and Core 4eading.......................................................5
".1 ,eek 1............................................................................................... 6
".! ,eek !............................................................................................... 6
". ,eek ............................................................................................. 17
"." ,eek "............................................................................................. 11
".) ,eek )............................................................................................. 1!
".1 ,eek 1............................................................................................. 1!
".3 ,eek 3............................................................................................. 1
".5 ,eek 5............................................................................................. 1"
".6 ,eek 6............................................................................................. 1"
".17 ,eek 17......................................................................................... 1"
".11 ,eek 11......................................................................................... 1)
".1! ,eek 1!......................................................................................... 11
). $ssessment........................................................................................... 13
).1 $ssessment 1 879 of :nal mark;...................................................13
).! $ssessment ! 8379 of :nal mark;...................................................15
). 4eassessment.................................................................................. 16
)." #itigating Circumstances.................................................................16
).) Penalties for (ate *ubmission..........................................................!7
).1 Plagiarism and how to a'oid it.........................................................!7
).3 #arking Criteria................................................................................ !1
).5 <eedback.......................................................................................... !"
2
1. ey !nformation
"odule title# Psychoanalytic Contributions
C$%# 1&'&2
(cademic
)ear#
2014-15
*e+el# 5
Semester# 1
Contacts# "odule leader#
Tom Goodwin= t.w.goodwin@leedmet.ac.uk= room C(61"
"odule (dministrator#
*kander el <adhel= s.fadhel@leedsmet.ac.uk= room
C(11)
"odule ,-ce
hour#
Please email for an a//ointment
*ectures# $ttendance is re>uired at the following weekly
lecture?seminar@
,ednesday 17am A 1/m in CC BP$G7!
Seminar.Tuto
rials#
*ee abo'e
(ssessment
,ne#
Tas/# (n academic summary of t0o of 1reud2s
!ntroductory *ectures 3 500 0ord 4er summary
51000 0ords in total6
7eadline# 1riday 21
th
%o+ember 2014
"ethod of Submission# 8lectronic submission +ia
Turnitin. ( lin/ to Turnitin 0ill be 4ro+ided on the
module "y9ec/ett 4age. This 0ill allo0 you to
submit your 0or/ and obtain an electronic
:recei4t2. Make sure you keep copies of your work
until Graduation.
(ssessment
T0o#
Tas/# 2500 0ord 8ssay
7eadline# Thursday 15
th
;anuary 2015
"ethod of Submission# 8lectronic submission +ia
Turnitin. ( lin/ to Turnitin 0ill be 4ro+ided on the
module "y9ec/ett 4age. This 0ill allo0 you to
submit your 0or/ and obtain an electronic
:recei4t2. Make sure you keep copies of your work
until Graduation.
3
$eassessmen
t#
$eassessment instructions
If you score less than "7 o'erall for the module= you will
ha'e the o//ortunity of reassessment. If you score less
than !7 o'erall for the module you will be re>uired to
submit a reassessment.
Please see section 5 <$eassessment=
7eadline# tba
"ethod of Submission# 8lectronic submission +ia
Turnitin
Core te>t# (nthony 8lliott. Psychoanalytic Theory# an
!ntroduction. 5,>ford# 9lac/0ell Publishers, 1''4
?2.ed 2002@6.
4
*887S "8T$,P,*!T(% A%!B8$S!T)
School of Social Sciences
Psychoanalytic Contributions
*e+el 5 5second year6
(cademic year 2014.15 3 Semester 1
2. !ntroduction
2.1 "odule (ims and ,bCecti+es
*igmund <reud is one of the most inCuential= erudite and /roli:c
/sychological theorists. Through his theories of the unconscious=
se.uality= dreams= religion and so on= he re'olutionised the way we
think about the indi'idual and the cultural world in which we
interact. Dis in'ention of /sychoanalysis emerged from his uni>ue
treatment of hysterical /atients in late nineteenth century Eienna
but its inCuence has e.tended far beyond this original thera/eutic
remit into disci/lines as di'erse as literary and :lm studies= social
and /olitical theory= and less ob'ious :elds such as design=
ad'ertising and media. Its terminology has e'en found its way into
our e'ery day /arlance 8e.g. <reudian sli/s= the unconscious etc.;.
,hat /sychoanalysis is= howe'er= is diFcult to /ut your :nger on 2
its central conce/t of the unconscious makes the 'ery /rocess of
:nding and :.ing a truth /roblematic. It is a disci/line that more
than any other is bound u/ with the ideas and inCuence of its
founder. 4ather than seeing /sychoanalysis as a large :eld of
research of which <reud is only a /art= this :gure looms large o'er
the entire disci/line. Psychoanalysts seem to &ustify themsel'es in
how closely they reinter/ret the word and s/irit of <reud 2 the two
most im/ortant analysts after <reud= (acan and Klein= each describe
their work in terms of a return to <reud. The way that
/sychoanalysts are trained 2 i.e. you ha'e to be in analysis yourself
A is no doubt at the heart of this.
(ike all of us 8at least in /sychoanalytic understanding; <reud was a
conCicted indi'idual and his work is testament to this. <reud-s
writing is full of ambiguity and contradiction= although it is always
worth remembering that for him= /sychoanalysis was a Gwork in
/rogressH. This not only makes reading him diFcult and frustrating
2 there are se'eral G<reud-sH and not one uni:ed framework 2 it also
makes him incredibly interesting. The subtlety of his writing and
the /ower of his rhetoric are worthy of study in themsel'es 8I
encourage you all to read <reud directly;. ,ith conCict at the heart
of its founder= the legacy of /sychoanalysis is also a di'ided one=
with many di+erent /sychoanalytic schools whose relations are
often strained and characterised by in:ghting.
5
,hether or not you agree with <reud-s work and his de'elo/ment
through (acan= Klein= Iung and others= it is im/ossible to dismiss the
im/act of /sychoanalytic ideas in our current e/och. This course is
designed to introduce you to the central tenets of /sychoanalysis
by looking at <reud-s key ideas and how these ha'e been
reinter/reted through his disci/les and critics. Da'ing e./lored this
theoretical framework= we will then look at literature and :lm to see
how /sychoanalytic notions ha'e been a//lied to the cultural world
of which we are a /art.
2.2 *earning ,utcomes

*earning outcome 1 The understand the key conce/ts of /sychoanalysis and
how these relate to the :gure of *igmund <reud and the
historical conte.t and /recedents out of which these
ideas emerged.
*earning outcome 2 To critically e.amine later <reudians 8e.g. (acan and
Klein; and dissenters 8e.g. Iung and the feminists; and
assess their contribution to and criti>ue of the
/sychoanalytic /ro&ect.
*earning outcome D Demonstrate an ability to relate /sychoanalytic insights
to /sychology generally and s/eci:cally to
/sychological maturation and selfAformation.
*earning outcome 4 Demonstrate a ca/acity to think critically about
/sychoanalytic conce/ts and the /ractices 8thera/eutic=
literary= cultural; that these under/in.
2.D StaE Contact 7etails
"odule leader#
Tom Goodwin= t.w.goodwin@leedmet.ac.uk= room C(61"
"odule administrator#
*kander el <adhel= s.fadhel@leedsmet.ac.uk= room C(11)
The module team 0ill 4ost general information about the
module on 9lac/board and any im4ortant communications
0ill be sent to students2 emails. Students are e>4ected to
regularly chec/ these for u4dates.

Please note@
,hen you email your module leader or tutor only use your
uni'ersity email address. Ase of other email accounts 0ill not
be ac/no0ledged by the uni+ersity= so remember to regularly
check your uni'ersity email account. Jou should e./ect a re/ly
within workings days 8e.cluding weekends= Bank Dolidays and
6
Kni'ersity closed days;. <aculty sta+ will re/ly to your general
suggestions and comments within 17 working days. This may be an
acknowledgement of your communication with details of when you
will recei'e further information or referring you to another member
of sta+. *hould we need to cancel a class we will contact you as
soon as /ossible= therefore you must check your Kni'ersity email
accounts regularly and ensure that we hold u/ to date contact
information for you.
2.4 Fhat2s e>4ected of youG
This module= like other modules you will take= is worth !7 credit
/oints towards your degree. Lach module is associated with !77
hours of study. . *ince formal scheduled teaching 8class contact
time; amounts to 7 hours 8i.e. 1! lectures and 1! seminars; the
module is based u/on the e./ectation that you will s/end 137
hours in /ri'ate study. This means that you will ha'e to s/end a
minimum of 1! hours a week in /ri'ate study.
This time should be s/ent on reading from the recommended
reading list= thinking about what you read so that you de'elo/ your
understanding= /re/aring notes for seminars= /re/aring for
/resentations in seminars= consulting with other students and
writing your assignment.
D. "odule !nformation
D.1 "odule 7eli+ery
This course unit is deli'ered by one lecture 4er 0ee/ 81 M hr; and
su//orted by seminars each 0ee/ 81 M hr;.
Please note# (ttendance at both lectures and seminars is
necessary.
*ectures for this module 0ill begin in F88 1 50ee/
beginning 2'
th
Se4t 20146 and seminars for this module 0ill
start during F88 2 50ee/ beginning 0H
th
,ct 20146. Details
of when and where your lecture for this module and your seminar=
will be will be gi'en in the timetable.
7o not rely on the lectures alone for gathering information.
!t is im4ortant that you readI !f anything, the substance of
the module consists of the careful and considered reading of
the recommended te>ts.
7
D.2 "odule Content 3 *ectures
Benue# CC 9P(J02 59roadcasting Place6
F88
98J!%%!%J
*8CTA$8 *8CTA$8$
!6.76.1" Introduction@ /sychothera/y= culture and beyond TJ
71.17.1" <reud@ the unconscious and its mechanisms of
e./ression
TJ
1.17.1" <reud@ se.uality and %edi/us TJ
!7.17.1" <reud@ the transference and /sychothera/y TJ
!3.17.1" The Dissenters@ Carl Iung and $lfred $dler TJ
7.11.1" Lgo Psychology@ <reud-s structural model and the
$merican conte.t
TJ
17.11.1" %b&ect 4elations Theory@ #elanie Klein and
British /sychoanalysis
TJ
13.11.1" Consolidation 0ee/ 3 %o lecture but ! 0ill
be a+ailable this 0ee/ to discuss
assignments 5assignment 1 is due on
21.11.146.
TJ
!".11.1" The (inguistic Turn in Psychoanalysis@ Iac>ues
(acan and the structuralists
TJ
71.1!.1" Psychoanalytic feminism@ re'isiting %edi/us TJ
75.1!.1" Psychoanalysis= (iterature and <ilm TJ
1).1!.1" L'aluation and essay hel/ TJ

8
4. Seminar Schedule and Core $eading
Core $eading
$s /sychoanalysis is such a 'ast area of in>uiry= I ha'e /ro'ided
s/eci:c reading in the lecture details below. There are= howe'er= a
few te.ts of general interest that I urge you to read or consult.
(nthony 8lliott. Psychoanalytic Theory: an Introduction.
5,>ford# 9lac/0ell Publishers, 1''4 ?2.ed 2002@6. This
contains good o'er'iews of most of the di+erent schools of
/sychoanalysis that will be considered on this course.
Ste4hen 1rosh. A Brief Introduction to Psychoanalytic
Theory. 59asingsto/e# Palgra+e, 20126. This is a 'ery good
introduction to all the as/ects of /sychoanalysis that we will co'er
on this module. $s the title suggests= it is brief= so don-t rely on it as
your only source.
Sigmund 1reud. The Interpretation of Dreams. This is <reud-s
:rst /ro/erly /sychoanalytic te.t and is still the most im/ortant.
There are numerous editions of this and any one will do.
Peter Jay 5ed6. The Freud eader 5*ondon, Bintage 9oo/s,
1''56. This reader contains many of <reud-s ma&or te.ts in /art or
full.
;. *a4lanche K ;-P. Pontalis. The !an"ua"e of
Psychoanalysis. 5*ondon# arnac 9oo/s, 1'&D6. This is an
encyclo/aedia of /sychoanalytic terms that is indis/ensable to any
wouldAbe theorists and /ractitioners of /sychoanalysis. It is fairly
e./ensi'e= but a worthwhile longAterm in'estment.
;onathan *ear. Freud. 5*ondon# $outledge, 20056. $ 'ery
good contem/orary introduction to <reud
$ichard Follheim. Freud. 5*ondon# 1ontana Press, 1'&16.
$lthough now "7 years old= this is still the best introduction to <reud
8in my o/inion;.
( note on 1reud2s te>ts
<reud was a /roli:c writer and his work in Lnglish is collected in two
di+erent series@
The Standard Edition of the Complete Works of Sigmund Freud 8!"
'olumes; 2 I refer to these 'olumes in this handbook as S8
9
and
The Penguin (or Pelican) Freud Library 81) 'olumes; A I refer to
these 'olume in this handbook as P1
This is where you will :nd the essays of <reud that I ha'e
recommended you to read. Lither series will be &ust as good for the
/ur/oses of this module= and the only fundamental di+erence
between them is that the S8 collects essays chronologically and the
P< collects them by themes.
Aseful Feb Pages
Pa/ers and Conferences at the !nstitute of Psychoanalysis K
9ritish Psychoanalytical Society
htt/@??www./sychoanalysis.org.uk?
,hen Great #inds don-t think alike
htt/@??www./sychoanalysis.org.uk?guardian!.htmN!
Psychoanalysis in China@
htt/@??www.ef//.org?te.ts?*chloesserOChina./df
Psychoanalysis in $ustralia@
htt/@??www./sychoanalysisdownunder.com?downunder?backissues?1
?"!3?lgOkleinianOtrad
Iournal for the Psychoanalysis of Culture and *ociety@
htt/@??muse.&hu.edu?&ournals?&ournalOforOtheO/sychoanalysisOofOcult
ureOandOsociety?toc?/sy5.1.html
Psychoanalysis and :lm@ htt/@??www.ds//.com?/a/ers?kluge.htm
The $ssociation for the Psychoanalysis of Culture and *ociety
htt/@??www.a/csweb.org?
Seminars 0ill be as follo0s#
4.1 Fee/ 1
8,eek beginning !6 *e/tember !71";
!ntroducing the "odule# o+er+ie0
4.2 Fee/ 2
8,eek beginning 71 %ctober !71";
The Anconscious and its "echanisms of 8>4ression
10
<reud-s understanding of the unconscious as not merely an ad&ecti'e=
but a distinct set of /rocesses that can be formalised and analysed= is
his greatest and most original contribution to modern ideas. Des/ite
contentions= it has entered into e'eryday language with the se.ual
weight that <reud meant= and continues to be reAimagined and
debated by successi'e generations of academics. This lecture will
e./lore <reud-s notion of the unconscious and delineate its
mechanisms= e'entually focussing on its most successfully 8albeit
indirect; e./ression in dreams.
$eading#
*igmund <reud 81677;. The !nter4retation of 7reams. P1* 4 or
S8 4 K 5= es/ecially Ch.1 PThe Dream ,ork-
<reud couldn-t lea'e this te.t alone and made numerous additions
each time it was reA/ublished. I fa'our earlier editions= where the
te.t is far tighter and doesn-t get bogged down in notions such as
uni'ersal symbolism. <or a contrast to the editions listed abo'e= a
much shorter and more readable 'ersion of The !nter4retation of
7reams is /ro'ided by ,>ford Forld Classics translated by Ioyce
Crick.
*ee also lectures )A1) in <reud-s 8161)A13; !ntroductory *ectures
on Psychoanalysis P1* 1 or S8 15 K 1H.
*igmund <reud 8161); PThe Knconscious- P1* 11 or S8 14
*igmund <reud 816!; PThe Lgo and the Id- P1* 11 or S8 1'
$lasdair #acintyre. The Anconscious# a Conce4tual !ntroduction.
8(ondon@ 4outledge= 16)5 Qre'ised edition !77"R; 2 an e.cellent
/hiloso/hical analysis of <reud-s notion of the Knconscious
Phil #ollon. The Anconscious. 8Cambridge@ Icon Books= !777; 2 a
'ery accessible introduction that relates the Knconscious to ideas in
modern /sychology
$lso look at de:nitions in I. (a/lanche S IAP. Pontalis. The
*anguage of Psychoanalysis. 8(ondon@ Karnac Books= 163;.
4.D Fee/ D
8,eek beginning 1 %ctober !71";
11
Se>uality and ,edi4us
$ common myth that surrounds /sychoanalysis is that <reud
reduces e'erything to se.. Dere= the truth and misconce/tion of
this understanding will be e./lored. <reud did theorise a se.ual
instinct= but he was also a dualist who belie'ed that conCict was
central in the de'elo/ment and functioning of the /syche. In the
/sychoanalytic schema= therefore= se. was always o//osed to
another instinct 2 in the early <reud this was the ego instincts and in
the later <reud= the death instinct. ,hat we understand as adult
se.uality is also only /art of the story. <reud had a 'ery di+erent
and e.tended conce/t of what se.uality meant. Perha/s a more
useful way of thinking about se. in /sychoanalysis is to concei'e
instead of a G/leasure economyH that becomes increasingly
organised and localised in the genitals as the indi'idual de'elo/s.
This lecture will also introduce the notion of the %edi/us com/le. as
the key factor in determining our se.ual identity.
$eading
*igmund <reud 8167); PThree Lssays on the Theory of *e.uality-
P1* & or S8 &
*igmund <reud 81675; P%n the *e.ual Theories of Children- P1* & or
S8 '
*igmund <reud 816!"; PThe Dissolution of the %edi/us Com/le.-
P1* & or S8 1'
$lso you would do well to read (ecture !1@ PThe De'elo/ment of The
(ibido and The *e.ual %rganisations- in *igmund <reud 8161)A11;
ntroductory Lectures on Psychoanalysis P1* 1
To see how <reud-s ideas work in relation to a case history read@
*igmund <reud 81676; P$nalysis of a Phobia in a <i'e Jear %ld Boy
G(ittle DansH- P1* L S8 10
4.4 Fee/ 4
8,eek beginning !7 %ctober !71";
Transference and Psychothera4y
In s/ite of the huge im/act that /sychoanalysis has had on our
thinking about the self= society and its cultural re/resentations 8art=
literature= religion and so on;= for <reud= it remains foremost a tool
of /sychological thera/y. $t the heart of his Ptalking cure-= <reud
recognised a strange= frustrating= but ultimately necessary
/henomenon that he called the Ptransference-. The motor force for
12
any /sychothera/y= he describes the transference as a series of
8old; emotions= im/ulses and fantasies 8lo'e= hate= ambi'alence;
that the /atient Ptransfers- onto the /erson of the analyst at the
/resent moment 8and which the analyst often reci/rocates;. $s one
of <reud-s key conce/ts= this lecture will look at the 'arious
meanings he ga'e to the transference and its centrality in our
understanding of /sychological thera/y and the Pcure- it /romises.
$eading
*igmund <reud 8167) Q1671R; P<ragment of an $nalysis of a case of
Dysteria- P1* L or S8 &
*igmund <reud 8161!; PThe Dynamics of Transference- S8 12
*igmund <reud 8161"; P4emembering= 4e/eating and ,orkingA
Through- S8 12
*igmund <reud 8161) Q161"R; P%bser'ations on Transference (o'e-
S8 12
$lso you would do well to read (ecture !3@ PTransference- in
*igmund <reud 8161)A11; !ntroductory *ectures on
Psychoanalysis P1* 1 or S81H
Ionathan (ear 1reud 8(ondon@ 4outledge= !77);= ch." is a 'ery good
and critical o'er'iew of <reud-s de'elo/ment of the transference.
4.5 Fee/ 5
8,eek beginning !3 %ctober !71";
The 7issenters
$lfred $dler and Carl Iung were once fa'oured colleagues of <reud
and at the heart of the early /sychoanalytic institution.
Disagreements with <reud= /articularly o'er the role of infantile
se.uality in the determination of the /syche= >uickly saw them cast
from the masters friendshi/ and e.cluded from the /sychoanalytic
establishment. $dler and Iung both went on to form their own
strands of /sychological theory and /ractice that= whilst di+erent
from <reud-s= still shared some fundamental ideas. This lecture will
e.amine this di'ision in /sychoanalysis and the theories of $dler
and Iung generated by this conCict.
$eading
$lfred $dler Anderstanding *ife# an !ntroduction to the
Psychology of (lfred (dler 8(ondon@ %neworld= !776;
Carl Iung "emories, 7reams, $eMections 8(ondon@ <ontana
Press= 166);
13
$nthony *te'ens ;ung# a Bery Short !ntroduction 8%.ford@ %KP=
!771;
$nthony *torr 8ed; The 8ssential ;ung# Selected Fritings
8(ondon@ <ontana Press= 1665;
4.H Fee/ H
8,eek beginning 7 To'ember !71";
8go Psychology
Deri'ed from <reud-s second GstructuralH model of id= ego and
su/erego= ego /sychology focuses /rimarily on the ego and its
defences. It is largely a /roduct of the Torth $merican conte.t and
de'elo/s $nna <reud-s work on child /sychoanalysis. Lgo
/sychology belie'es that there e.ists within indi'iduals the innate
ca/acity to generate an ego that is free of conCict and autonomous
of both the id and su/erego. By strengthening the mechanisms of
defence= the ego can neutralise the otherwise disru/ti'e dri'es and
harness them in the /rocess of indi'idual de'elo/ment.
Psychothera/y is based on conformity and identifying with the
strong ego of the analyst. The lecture will elaborate the relation of
ego /sychology to <reud-s structural model and e.amine the
theories of $nna <reud= DeinU Dartmann= 4udolf (oewenstein and
Lrnst Kris.
$eading
Gertrude Blanche and 4obin Blanche 8go-Psychology# Theory
and Practice 8Tew Jork@ Columbia Kni'ersity Press= 163";
4ichard Lkins and 4uth <reeman 8eds; (nna 1reud# Selected
Fritings 8Darmondsworth= Penguin= 1665;
$nthony Llliott Psychoanalytic Theory# an !ntroduction 8%.ford@
Blackwell Publishers= 166"; 2 Ch.1
4.& Fee/ &
8,eek beginning 17 To'ember !71";
,bCect $elations
#elanie Klein 8155!A1617; was the :rst /sychoanalyst to undertake
a fundamental reworking of <reud-s original ideas. Der contribution
:rst of all e.tends the inter/ersonal dimension of /sychoanalysis
and remo'es the idea that indi'iduals can be considered in
isolation. Klein-s focus was on the child and s/eci:cally the
relationshi/ formed with the mother 8as o//osed to <reud-s
14
em/hasis on the father in the %edi/us com/le.;. In the /rocess of
de'elo/ment and indi'iduation= the child assumes increasingly
com/le. 8and ambi'alent; /ositions in relation to the ob&ects that
constitute its world. The theory Klein ins/ired is known therefore as
Gob&ect relationsH and includes other= mainly British= :gures such as
Donald ,innicott and ,ilfred Bion. This lecture will e.amine ob&ect
relations theory and e./lore foundational conce/ts such as G/art
ob&ectH= Gthe de/ressi'e /ositionH= Gs/littingH and Gthe /aranoid
schiUoid /ositionH.
$eading
(a'inia GomeU (n !ntroduction to ,bCect $elations 8(ondon@
<ree $ssociation Books= 1663;
Iuliet #ichell 8ed; The Selected "elanie lein 8Darmondsworth@
Penguin= 1661;
$nthony Llliott Psychoanalytic Theory# an !ntroduction 8%.ford@
Blackwell Publishers= 166"; 2 Ch.
4.L Fee/ L
8,eek beginning 13 To'ember !71";
Consolidation Fee/ 3 no lecture
4.' Fee/ '
8,eek beginning !" To'ember !71";
*acan and the *inguistic Turn
$rguably the most im/ortant and contro'ersial /sychoanalyst since
<reud= Iac>ues (acan 81671A51; reimagined /sychoanalytic ideas
according to the structuralist theory that was dominating the /ost
war <rench intellectual conte.t. (acan focuses on language 8or more
s/eci:cally= the symbolic order; as the /ro/er :eld of
/sychoanalytic study and treatment 2 /sychoanalysis is= after all
the Gtalking cureH. Dis writing is dense and elusi'e and his ideas
are 'ery challenging= but des/ite this= (acan has had an immense
inCuence on /sychothera/y= cultural studies= literature= /hiloso/hy=
feminism and has made /sychoanalysis a central reference in the
whole :eld of disci/lines within the human sciences. This lecture
will un/ick the work of this notoriously diFcult thinker= introducing
his conce/ts of the imaginary= symbolic and real orders.
$eading
15
Bice Ben'enuto and 4oger Kennedy The For/s of ;acNues *acan
8(ondon@ <ree $ssociation Books= 1651;
$nthony Llliott Psychoanalytic Theory# an !ntroduction 8%.ford@
Blackwell Publishers= 166"; 2 Ch."
Iac>ues (acan #crits: a $election trans. $lan *heridan 8(ondon@
Ta'istock Press= 1633;
*la'o& ViWek *oo/ing (0ry# an !ntroduction to ;acNues *acan
through Po4ular Culture 8Cambridge= #assachusetts@ #IT Press=
1661;
4.10 Fee/ 10
8,eek beginning 71 December !71";
Psychoanalytic 1eminism
The early relationshi/ between feminism and /sychoanalysis was
acrimonious= with the former accusing the later of contributing to
the derision= o//ression and mysti:cation of women through a
theoretical a//aratus that /ri'ileged the boy child in the oedi/al
schema. #ore recent theories beginning in the 1637s= howe'er=
ha'e seen the /otential in <reud-s work for feminine liberation=
describing his theorisation of women as descri/ti'e 8how it is;
rather than /rescri/ti'e 8how it should be;. Psychoanalysts are now
at the forefront of feminist 8or more s/eci:cally G/ostAfeministH;
theory beginning with the ideas of Klein and (acan and continuing
in the hugely inCuential work of /sychoanalystAfeminists Iuliet
#itchell= Iac>ueline 4ose= Tancy Chodorow= (uce Irigaray and Iulia
Kriste'a. This lecture will e.amine the inter/lay between feminism
and /sychoanalysis and e./lore these more recent feminist and
/ostAfeminist trends in /sychoanalytic theory.
$nthony Llliott Psychoanalytic Theory# an !ntroduction 8%.ford@
Blackwell Publishers= 166"; 2 Ch.)
(uce Irigaray This Se> 0hich is %ot ,ne trans. Burke Porter et al
8Ithaca@ Cornell Kni'ersity Press= 165);
Iulia Kriste'a $e+olution in Poetic *anguage trans. #argaret
,aller 8Tew Jork@ Columbia Kni'ersity Press= 165";
Iuliet #itchell Psychoanalysis and 1eminism 8Darmondsworth@
Penguin= 1667;
LliUabeth ,right 8ed; 1eminism and Psychoanalysis# a Critical
7ictionary 8%.ford= Blackwell= 166!;
16
4.11 Fee/ 11
8,eek beginning 75 December !71";
Psychoanalysis, *iterature and 1ilm
Psychoanalysis has been in a close relationshi/ with literature from
its 'ery ince/tionX <reud-s central conce/t of the %edi/us com/le.=
for e.am/le= is deri'ed from *o/hocles- Theban Plays! <reud and
the numerous literary analysts that he ins/ired try to e./lain the
/sychical moti'ations that circulate in literary te.ts by analysing
characters or their author. Both inaugurated in the 1567s=
/sychoanalysis also shares a /arallel history with cinema= and these
cultural forms ha'e often crossed /aths. In s/ite of <reud-s
disregard of cinema as an im/ortant art form= /sychoanalytic
theory has dominated :lm studies since the 16)7s with the <rench
&ournal Cahier du Cin"ma and more recently with the British &ournal
Screen! Tot only has /sychoanalysis been used as an inter/retati'e
tool for reading both literature and cinema= but many writers=
directors and /roducers ha'e been inCuenced by /sychoanalytic
ideas. This lecture will look at the com/le. inter/lay between
/sychoanalysis and both literature and cinema. It will /ose the
>uestion@ GDow can /sychoanalysis contribute to our understanding
of literary and :lmic te.ts0H
$eading#
!iterature:
*igmund <reud 81673; PDelusions and Dreams in Iensen-s #radi$a-
P1* 14 or S8 '
*igmund <reud 81675; PCreati'e ,riters and Day Dreaming- in P1*
14 or S8 '
*igmund <reud 81616; PThe Kncanny- in P1* 14 or S8 1&
*igmund <reud 816!5; PDostoye'sky and Parricide- in P1* 14 or S8
21
#arie Bridge 8ed.; ,n the Fay Oome# Con+ersations bet0een
Friters and Psychoanalysts 8(ondon@ Karnac= !775;

Damish Canham S Carole *atamurti 8eds.; (cNuainted 0ith the
%ight# Psychoanalysis and the Poetic !magination 8(ondon@
Karnac= !77;
*hoshana <elman P%n 4eading Poetry@ 4eCections on the (imits and
Possibilities of Psychoanalytic $//roaches- in I. P. #uller and ,. I.
4ichardson 8eds.; The Purloined Poe# *acan, 7errida and
Psychoanalytic $eading 8Baltimore@ Iohn Do/kins Kni'ersity
17
Press= 1655; //. 1A)1 2 $ groundbreaking article on the /roblems
inherent in /sychoanalytic criticism and how these might be
resol'ed
4uth ParkinAGounelas *iterature and Psychoanalysis
8Basingstoke@ Palgra'e= !771;
The best o'er'iew of contem/orary trends in /sychoanalytic
criticism.
LliUabeth ,right Psychoanalytic Criticism# a $ea44raisal
8%.ford@ Polity= 1665;
<or me= this is still the best introduction to /sychoanalysis and
literature. The s/eci:c discussion of <reud and literature is mostly
in cha/ters 1 S !
Film:
Glen Gabbard 8ed;. Psychoanalysis and 1ilm 5!nternational
;ournal of Psychoanalysis ey Pa4ers. 8(ondon@ Karnac Books=
!771;
L. $. Ka/lan 8ed;. Psychoanalysis and Cinema. 8(ondon@
4outledge= 1667;
(aura #ul'ey. Bisual and ,ther Pleasures. 8(ondon@ Palgra'e
#acmillan= 1656;
4.12 Fee/ 12
8,eek beginning 1) December !71";
,+er+ie0 and 8ssay Oel4
$ssessment information and ad'ice.

18
5. (ssessment
The assessment for this module has two com/onents detailed with
their weightings below. Both of these assessments must be
submitted with a combined score that ful:lls the uni'ersity
regulations for a /ass 8abo'e "79; for the module to be
successfully com/leted.
SA9"!SS!,% "8TO,7# )ou need to submit all assessments
for this module online through the Turnitin dro4 bo>es in
"y9ec/ett 59lac/board6. 1ull detail on ho0 to do this 0ill be
gi+en in seminars. !f you need any further guidance 4lease
s4ea/ to your seminar tutor.
5.1 (ssessment 1 5D0P of Qnal mar/6
7eadline 3 1riday 21
th
%o+ember 2014
The /ur/ose of this assignment is to su//ort the :rst learning
outcome of the course which is to de'elo/ an understanding of
<reud-s key conce/ts.
<rom 161)A1613= <reud /re/ared a series of lectures to disseminate
his increasingly /o/ular /sychoanalytic ideas to a wider and often
nonAs/ecialist audience. These lectures are collected in the
ntroductory Lectures on Psycho%analysis 8S8 15 K 1H or P11;.
<or the :rst assessment I want you to /ro'ide an academic
summary of T,% of <reud-s introductory lectures from the list
s/eci:ed below@
(ecture YEI 2 Psycho%&nalysis and Psychiatry
(ecture YEIII 2 Fi'ation to Traumas ( The )nconscious
(ecture YIY 2 *esistance and *epression
(ecture YY 2 The Se'ual Life of +uman ,eings
(ecture YYI 2 The -e$elopment of the Libido and the Se'ual
.rgani/ation
(ecture YYEII 2 Transference
(ecture YYEIII 2 &nalytic Therapy
Lach of the summaries should be no more than )77 words 81777 in
total for the assessment; and must be submitted on 21
st

%o+ember 2014. Please read the Gnote on word lengthH on the
ne.t /age as /enalties will a//ly for e.ceeding word limit.
Ti4s for 0riting an academic summary#
What is a summary0
19
$ summary is a concise restatement in your own words of the main
ideas or information from your sources 2 it demonstrates that you
understand /rimary source material.
What are the characteristics of a summary0
They concentrate on the main /oints= omitting unnecessary
detail such as e.am/les.
They /reser'e the original meaning and em/hasis.
They do not contain your own comments.
They must be written in your own words= without e.tended
>uotes or /ara/hrases.

5.2 (ssessment 2 5&0P of Qnal mar/6
7eadline# Thursday 15
th
;anuary 2015
$n essay of !)77 words on ,%8 of the following >uestions@
1. Choose one of the follo0ing conce4ts# the unconscious,
se>uality, dreams, 4sychothera4y. Critically com4are ho0 it
has been theorised by 1reud and TF, other 4sychoanalytic
theorists.
2. Choose one 4ost-1reudian 4sychoanalyst and
demonstrate ho0 his or her 0or/ builds u4on and.or mo+es
a0ay from 1reud2s original theories and a44roaches.
D. Choose a Qlm or a boo/ and demonstrate ho0
Psychoanalytic 4rinci4les might be a44lied to its
inter4retation 5discuss your choice 0ith the module tutor
before 4roceeding6.
4. (ssess the claim that 4sychoanalysis is sim4ly a 4roduct
of a 4articular culture and a 4articular historical 4eriod and
that it has only limited rele+ance to life today.
R R R
1urther titles may be negotiated.
The deadline for submission is Thursday 15
th
;anuary 2015.
( note on 0ord length#
The main body of your essay 5including citations and Nuotes
in the te>t but e>cluding your reference list6 should not
e>ceed the stated 0ord limit. Part of the s/ill of academic
0riting is to 0rite 0ith concision as 0ell as clarity, and this
20
reMects the 0orld of em4loyment 0here re4orts, articles and
other 4ublications 0ill ha+e to be 4roduced 0ithin strict
guideline. !n assessment terms, 0riting more content 0ill
often gi+e a student an unfair ad+antage o+er those 0ho
adhere to the 0ord limit. (s a result, ! 0ill 4enalise essays of
e>cessi+e length as follo0s#
K/ to 179 o'er the word limit 8i.e. !)7 words o'er the !)77 word
limit; will be /enalised at )9 of the /ossible total mark achie'ed by
the student.
A further 5% will be deducted from the total possible mark achieed b! the
stude"t for each additio"al 10% oer the word limit
5.D $eassessment
Details about the reAsit handingAin date will be /osted on #yBeckett
and emailed to students.
(ssignment 1
Jou will be asked to resubmit an im/ro'ed 'ersion of your original
summaries.

(ssignment 2
In the unlikely e'ent of your failing the assignment= the reAsit
>uestion will be the following@
Choose t0o of the follo0ing conce4ts# the unconscious,
se>uality, dreams, 4sychothera4y. Critically com4are ho0 it
has been theorised by 1reud and ,%8 other 4sychoanalytic
theorist.
5.4 "itigating Circumstances
*tudents may encounter issues which may /re'ent them from fully
engaging with their course= submitting /ieces of work or sitting
e.aminations. ,here this is the case= students may are able to
claim Ze.tenuating circumstancesZ and therefore the uni'ersity may
decide to o+er them an o//ortunity to take this assessment at a
later time or in another format.
*tudents are asked to submit claims for e.tenuating circumstances
on the a//ro/riate form which is submitted to the course
21
administrator and course leader. The circumstances will then be
considered and the Kni'ersity may make /ro'ision for the student
to recei'e an e.tension 8mitigation at the /oint of assessment; or
for their circumstances to be considered by a mitigation /anel
where an e.tension will not suFce.
%ote# "itigation for e>tenuating circumstances is a formal
Ani+ersity 4rocedure and students 0ill be reNuired to
submit documentary e+idence to su44ort any claim.
5.5 Penalties for *ate Submission
*ubmission after the deadline attracts a /enalty= according to the
Kni'ersity-s regulations. This is not a matter of discretion for
indi'idual module leaders. The regulations sti/ulate that the
following /enalties must be a//lied@
Full Time $tudents
K/ to 1 day late 2 )9 of the /ossible total mark 8i.e. ) marks
if out of 177; to be deducted from the mark achie'ed by the
student.
! to 6 days late 2 )9 of the /ossible total mark 8i.e. ) marks if
out of 177; to be deducted from the mark achie'ed by the
student for each day unsubmitted.
,ork 17 or more days late will be deemed not to ha'e been
submitted and a mark of Uero will be recorded.
Part Time $tudents
1 to ! days late@ )9 of the /ossible total mark will be
deducted from the mark achie'ed by the student.
to 17 days late@ )9 of the /ossible total mark will be
deducted from the mark achie'ed by the student for each two
days on which the work remains unsubmitted. 8i.e. )9 for
days A"X )A1X 3A5X 6A17;.
11 days or more late@ a mark of Uero will be recorded.
5.H Plagiarism and ho0 to a+oid it
Plagiarism is the term used for /assing o+ other /eo/le-s work as
your own. This includes material or ideas from any source= whether
/rinted= electronic= webAbased or audio 'isual. Plagiarism is taken
'ery seriously in the academic community and is regarded as
serious misconduct.
22
#ost cases of /lagiarism occur because of errors or omissions in
referencing. $ll assessments must be fully and correctly referenced
in Dar'ard *tyle. The *kills for (earning website and The (ittle Book
of Plagiarism o+ers guidance on a'oiding /lagiarism through /ro/er
referencing and careful note taking. Jou must ensure that you ha'e
accessed these /rior to submitting assignments
5.& "ar/ing Criteria
*e+el 5 5Second )ear6 "ar/ing Criteria for 8ssays
#odule assignments are marked in relation to four key indicators.
L'idence of skills and com/etencies in these key areas may be
gi'en di+erent em/hasis by e.aminers de/ending on the s/eci:c
demands of a /articular module assignment 8for e.am/le= in the
em/hasis gi'en to the use of sources in essay writing= com/ared to
the 'alue of reCe.i'e analysis in a more taskAoriented research
assignment;. *tudents are ad'ised to seek guidance from their
module leader on the e./ectations for s/eci:c assignments.
*esearch1 2no3ledge and )nderstanding
The degree to which the work demonstrates a student-s research=
knowledge and understanding of the module themes and the to/ic
chosen for the assignment. This might include knowledge and
understanding of signi:cant and s/eci:c e'ents= ideas=
relationshi/s= e./eriences= situations= trends or information rele'ant
to the /articular tasks in hand. In many cases this will be e'idenced
by e+ecti'e use of= or engagement with= suitable sources 8see also
below; but might also include the a//ro/riate a//lication of
methods or conce/ts.
23
Please note that by submitting 0or/ +ia Turnitin
you are agreeing to the follo0ing statement
:! certify by my signature that this is my o0n
0or/. The 0or/ has not, in 0hole or 4art, been
4resented else0here for assessment. Fhere
material has been used from other sources it has
been 4ro4erly ac/no0ledged and reference. !f
this statement is untrue ! ac/no0ledge that ! 0ill
ha+e committed an assessment oEence.2
&rgument1 &nalysis and Structure
The degree to which the work demonstrates a student-s ability to
engage intellectual skills and techni>ues of synthesis= analysis or
e'aluation rele'ant to the set assignment task. $ssessors will
generally look for e'idence of@ ability to analyse materials= readings
or dataX skill in selection= synthesis= /lanningX the de'elo/ment and
maintenance of argumentsX a degree of inde/endence from the
analyses a'ailable within key te.tsX and an awareness of the
strengths and limitations other stand/oints= claims= research
strategies or 'iews.
The organisation= arrangement and coherence of the te.t will also
be a rele'ant issue= along with the /resentation of any su//orting
material= a//endices= etc. $ll assignments are e./ected to begin
with an a//ro/riate introduction and end with a rele'ant conclusion.
#rammar1 Style and Presentation
The degree to which the work demonstrates a candidate-s ability to
write clearly and e+ecti'ely in a manner a//ro/riate to
undergraduate study= as well as com/etence in terms of grammar
and e./ression. This may mean considering accuracy= care and
clarity of writing= but may also include com/etence in con'eying
non te.tual information if re>uired 8for e.am/le= in illustrations or
the /resentation of >uantitati'e data;.
Presentational style should normally be consistent with the norms
and e./ectations of academic work. This should include correct use
of /aragra/hs= s/elling= and /unctuation. Page numberingX double
line s/acing of the te.t. *tudents are e./ected to be familiar with
and use the Dar'ard system of referencing and /ro'ide a com/lete
and accurate bibliogra/hy.
)se of sources
The degree to which the work demonstrates a candidate-s ability to
select and em/loy a//ro/riate sources in meeting the re>uirements
of the assignment task. This may be e'ident in the range and
a//ro/riateness of referencing to /rimary and?or secondary
sources= and through the de/th and /recision of engagement with
that material.
#esearch$ %"owled&e a"d '"dersta"di"& (emo"stratio" of research$ k"owled&e a"d
u"dersta"di"& of the module themes a"d chose" topic
24
)ide"ce of effectie use of$ or e"&a&eme"t with$
suitable sources
Ar&ume"t$ A"al!sis a"d *tructure (emo"stratio" of s!"thesis$ a"al!sis$ ealuatio" a"d
selectio"$ i" the deelopme"t a"d mai"te"a"ce of
ar&ume"ts+
(emo"stratio" of abilit! to pla" a"d prese"t academic
work$ to or&a"ise a"d arra"&e te,t a"d supporti"&
material a"d to create a" appropriate i"troductio" a"d
relea"t co"clusio"+
-rammar$ *t!le a"d .rese"tatio" (emo"stratio" of abilit! to write clearl! $ accuratel!
a"d effectiel!+
.rese"tatio"al st!le co"siste"t with the e,pectatio"s of
academic work$ i"cludi"& correct use of para&raphs$
spelli"&$ pu"ctuatio" a"d pa&e "umberi"& a"d to
correctl! use the /arard s!stem of refere"ci"& a"d
proide a complete a"d accurate biblio&raph!
'se of *ources (emo"stratio" of abilit! to select a"d emplo! a ra"&e
of appropriate sources
%riteria for Assessment
L0PS %utstanding work that demonstrates inde/endent
scholarshi/. The candidate has used a wide 'ariety
sources and /resents an imaginati'e and inno'ati'e
argument. *igns of originality could be /resent. The
structure is almost Cawless.
&0-&'P L.cellent work. $ clear command and understanding of
the issues can be noted along with inde/endent
thinking. The essay contains a wealth of rele'ant
information= and demonstrates wide reading of
a//ro/riate literature.
H0-H'P ,ork showing e'idence of a good knowledge and
understanding of the material= /ut together in a way
which is= for the most /art= clearly argued= wellAwritten=
and rele'ant to the task set. $nswers are thoroughly
com/etent and accurate e'en if they may contain
re/etition of standard summaries of ideas as found in
te.tbooks.
50-5'P ,ork which is com/etent and broadly rele'ant= but
somewhat lacking in focus= organisation= or breadth of
reference. (ack of structure obstructs the argument
/resented and the candidate seems to ha'e
misunderstood as/ects of the essay >uestion. %ne or
more of the main sources may ha'e been o'erlooked=
and there may be o'erAreliance on one or two items in
the literature.
25
40-4'P ,ork showing some knowledge of the material= but
ha'ing serious shortcomings. InsuFcient knowledge
and?or understanding of the material is e'ident. The
essay may be too short and relies almost e.clusi'ely
u/on a /oor summary of standard accounts as found=
for e.am/le= in te.tbooks. The candidate may ha'e
missed signi:cant as/ects of the >uestion but there
should be suFcient use of little knowledge to address
basic issues. There could be /oor /resentation=
organiUation of material= /oor referencing and style.
Pass mar/ is 40
1ail D4-D'PThis mark indicates a fail. (ittle rele'ant knowledgeX
/oorly organised discussion that fails to ade>uately
address the >uestionX no ade>uate reasoned conclusion.
*ome rele'ant descri/ti'e material but a tendency for
re/etition= digression or [wa\e[X tendency to
incoherence with weak structure= absence of logical
de'elo/ment of argumentX also /erha/s e'idence of
some confusion= ma&or mistakes= or /oor written
Lnglish. There is likely to be little reference to
literature. Generally the essay functions at a low le'el
in terms of understanding the >uestion and how to
answer it. #a&or inade>uacies or omissions in
referencing and bibliogra/hy. Dowe'er there has to be
enough of an answer to the >uestion to distinguish this
from the band below.
!7A"9 This is a bad <$I(. (ittle or no rele'ant knowledge= little
or no reference to literatureX an incoherent essay= 'ery
disorganised= with material irrele'ant to >uestion.
*hows 'ery limited or nonAe.istent understanding of the
>uestion and how to answer it. Ina//ro/riately brief
answers may be /laced in this band.
5.L 1eedbac/
<eedback is an e.tremely im/ortant /art of student learning= it
hel/s us to learn and to reCect on what we need to do in order to
im/ro'e our learning and therefore im/ro'e the grades we recei'e
for our assessed work.
<eedback can refer to=
$n email res/onse from your tutor on a >uestion you may
ha'e asked.
26
%neAtoAone meetings with your tutor to discuss your
assignment.
*eminar discussions relating to the assessment.
Comments written by the tutor on your assessed /iece of
work.
$ s/eci:c mark for a /resentation= e.am or /iece of course
work.
<or ad'ice on how to make the best use of the feedback you
ha'e recei'ed and what to do when you get your work back=
take a look at=
htt/@??www.leedsmet.ac.uk?<eedbackOBookletOPhilO4ace./df
It is im/ortant for all students to a//reciate what feedback is
and how to make the best use of it= it is a way of telling a
student how well they are /rogressing with their studies and
what they need to do in order to im/ro'e their work.
27