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Reading Comprehension
by Gary WoolleyReading Comprehension: Assisting Children with Learning Difficulties examines the complex nature of reading comprehension. It introduces a model for classifying reading comprehension based on an expanded Simple View of Reading. Issues related to assessment, diagnosis, and remediation of reading comprehension difficulties are discussed and translated into clear recommendations to inform reading intervention design and practice. It gives an informed understanding as to why reading comprehension is difficult for some children with learning disabilities such as ADHD, autism, language difficulties and dyslexia. From leading literacy research, the book develops a deeper understanding of thinking processes that facilitate comprehension at the word, discourse, and metacognitive levels. Children will benefit from the introduction of evidence-based methods for teaching reading comprehension using structured multiple-strategy frameworks.
Reading Comprehension Strategies: Theories, Interventions, and Technologies
by Danielle S. McNamaraFirst published in 2007. Routledge is an imprint of Taylor & Francis, an informa company.
Reading Culture: Contexts for Critical Reading and Writing
by Diana George John TrimburAcclaimed for its compelling readings and provocative images,Reading Culture provides students with outstanding instruction on how to read and write critically about the culture that surrounds them.
Reading Development and Difficulties: Bridging the Gap Between Research and Practice
by David A. Kilpatrick R. Malatesha Joshi Richard K. WagnerThis book provides an overview of current research on the development of reading skills as well as practices to assist educational professionals with assessment, prevention, and intervention for students with reading difficulties. The book reviews the Componential Model of Reading (CMR) and provides assessment techniques, instructional recommendations, and application models. It pinpoints specific cognitive, psychological, and environmental deficits contributing to low reading skills, so educators can accurately identify student problems and design and implement appropriate interventions. Chapters offer methods for assessing problems in decoding, word and sound recognition, and comprehension. In addition, chapters emphasize the recognition of student individuality as readers and learners, from understanding distinctions between difficulties and disabilities to the effects of first-language orthography on second-language learning. Topics featured in this book include:Learning the structure of language at the word level.Reading comprehension and reading comprehension difficultiesAssessing reading in second language learners.Effective prevention and intervention for word-level reading difficulties.The neurobiological nature of developmental dyslexia. Reading Development and Difficulties is a must-have resource for researchers, practitioners, and graduate students in varied fields, including child and school psychology; assessment, testing, and evaluation; social work; and special education. "I think the book has the potential to be a game changer. It will certainly challenge the expectations of policy makers, not to mention the teachers of beginning readers. These chapters will enhance the knowledge base of those in our schools who are charged with the lofty task of assuring that children have the best possible opportunities to acquire the skill of reading.” Sir Jim RoseChair and author of Independent Review of the Teaching of Early Reading: Final Report (2006)
Reading Development and Teaching (Discoveries & Explanations in Child Development)
by Professor Rhona Stainthorp Morag StuartThis textbook will prove invaluable to teacher educators, teachers, educational psychologists, and any professional who is involved with teaching children to read. It provides a detailed examination of the processes that are involved in achieving fluent word reading skills and ability to comprehend written texts. Understanding these processes and their development empowers teachers to select appropriate, evidence-based teaching strategies and thus teach children more effectively. The book is in four parts: Part 1 provides the reader with a Tutorial Review covering essential knowledge about language, and presenting the two dimensions of the Simple View of Reading. Part 2 concentrates on the word reading dimension, with chapters on processes in skilled word reading, the development of these processes, and practical advice on research validated teaching methods to develop children's word reading skills. Part 3 turns to the language comprehension dimension, with chapters on the comprehension of oral and written language, and on teaching reading comprehension. Part 4 introduces the reader to assessment practices and methods of identifying children with difficulties in either or both dimensions of the Simple View, and considers children with word reading difficulties and children with specific comprehension difficulties, describing effective evidence-based interventions for each type of difficulty.
Reading Development and Teaching (Discoveries & Explanations in Child Development)
by Morag Stuart Professor Rhona StainthorpThis textbook will prove invaluable to teacher educators, teachers, educational psychologists, and any professional who is involved with teaching children to read. It provides a detailed examination of the processes that are involved in achieving fluent word reading skills and ability to comprehend written texts. Understanding these processes and their development empowers teachers to select appropriate, evidence-based teaching strategies and thus teach children more effectively. The book is in four parts: Part 1 provides the reader with a Tutorial Review covering essential knowledge about language, and presenting the two dimensions of the Simple View of Reading. Part 2 concentrates on the word reading dimension, with chapters on processes in skilled word reading, the development of these processes, and practical advice on research validated teaching methods to develop children’s word reading skills. Part 3 turns to the language comprehension dimension, with chapters on the comprehension of oral and written language, and on teaching reading comprehension. Part 4 introduces the reader to assessment practices and methods of identifying children with difficulties in either or both dimensions of the Simple View, and considers children with word reading difficulties and children with specific comprehension difficulties, describing effective evidence-based interventions for each type of difficulty.
Reading Fluency
by Asaid Khateb Irit Bar-KochvaThe book is dedicated to the blessed memory of Prof. Zvia Breznitz, whose groundbreaking research has made a tremendous impact on the understanding of fluency in reading. The book presents a multidimensional perspective of recent research and reviews on fluency in reading. The first part presents recent brain-imaging findings from studies into the neurobiological basis of reading, as well as cognitive and language studies exploring the underlying factors of fluency in reading and its development. The second part comprises reviews of intervention studies that address reading ability, and in particular, fluency in reading. The book provides a unique multilingual perspective on reading research by including studies of readers of different orthographies and speakers of different languages. Both scientists exploring the different aspects of reading and language, and clinicians of reading intervention will find this book not only of great interest but extremely useful in its clear and in-depth presentation of current reading research.
Reading for Thinking (4th edition)
by Laraine E. Flemming Ann Marie RadaskiewiczThis book takes a structured approach to the teaching of academic reading skills. Section by section, the book builds on skills such as reading comprehension, summarizing, disseminating, argument analysis, and short essay writing. Each section includes readings to illustrate concepts, and these same concepts are tested with several exercises at the end of each section in the book.
Reading French Psychoanalysis (New Library of Psychoanalysis Teaching Series)
by David Alcorn Alain Gibeault Dana Birksted—Breen Sara Flanders Sophie Leighton Andrew WellerHow has psychoanalysis developed in France in the years since Lacan so dramatically polarized the field? In this book, Dana Birksted-Breen and Sara Flanders of the British Psychoanalytical Society, and Alain Gibeault of the Paris Psychoanalytical Society provide an overview of how French psychoanalysis has developed since Lacan. Focusing primarily on the work of psychoanalysts from the French Psychoanalytical Association and from the Paris Psychoanalytical Society, the two British psychoanalysts view the evolution of theory as it appears to them from the outside, while the French psychoanalyst explains and elaborates from inside the French psychoanalytic discourse. Seminal and representative papers have been chosen to illuminate what is special about French thinking. A substantial general introduction argues in favour of the specificity of 'French psychoanalysis', tracing its early influences and highlighting specific contemporary developments. Sections are made up of introductory material by Alain Gibeault, followed by illustrative papers in the following categories: the history of psychoanalysis in France the pioneers and their legacy the setting and the process of psychoanalysis phantasy and representation the body and the drives masculine and feminine sexuality psychosis. An excellent introduction to French psychoanalytical debate, Reading French Psychoanalysis sheds a complementary light on thinking that has evolved differently in England and North America. It will be ideal reading for beginners and advanced students of clinical theory as well as experienced psychoanalysts wanting to know more about French Psychoanalytic theory, and how it has developed.
Reading Freud: A Chronological Exploration of Freud's Writings (New Library of Psychoanalysis Teaching Series)
by Jean-Michel QuinodozWinner of the 2010 Sigourney Award! Reading Freud provides an accessible outline of the whole of Freud's work from Studies in Hysteria through to An Outline of Psycho-Analysis. It succeeds in expressing even the most complex of Freud's theories in clear and simple language whilst avoiding over-simplification. Each chapter concentrates on an individual text and includes valuable background information, relevant biographical and historical details, descriptions of Post-Freudian developments and a chronology of Freud's concepts. By putting each text into the context of Freud's life and work as a whole, Jean-Michel Quinodoz manages to produce an overview which is chronological, correlative and interactive. Texts discussed include: The Interpretation of Dreams The 'Uncanny' Civilisation and its Discontents' The clear presentation, with regular summaries of the ideas raised, encourages the reader to fully engage with the texts presented and gain a thorough understanding of each text in the context of its background and impact on the development of psychoanalysis. Drawing on his extensive experience as a clinician and a teacher of psychoanalysis, Jean-Michel Quinodoz has produced a uniquely comprehensive presentation of Freud's work which will be of great value to anyone studying Freud and Psychoanalysis.
Reading Freud’s Patients: Memoir, Narrative and the Analysand (The History of Psychoanalysis Series)
by Anat Tzur MahalelWhat would the story of analysis look like if it were told through the eyes of the analysand? How would the patient write and present the analytic experience? How would the narrative as written by the analysand differ from the analytic narrative commonly offered by the analyst? What do the actual analytic narratives written by Freud’s patients look like? This book aims to confront these intriguing questions with an innovative reading of memoirs by Freud’s patients. These patients—including Sergei Pankejeff, known as the Wolf Man; the poet H. D.; and the American psychoanalyst Abram Kardiner—all came to Vienna specially to meet Freud and embark with him on the intimate and thrilling journey of deciphering the unconscious and unravelling the secrets of the psyche. A broad psychoanalytic and literary-historical reading of their memoirs is offered in this new entry to the popular Routledge History of Psychoanalysis Series, with the purpose of presenting the analysands' narratives as they themselves recounted them. This makes it possible to re-examine the links among psychoanalysis, literature, and translation and sheds new light on the complex challenge of coming to know oneself through the encounter with otherness. This book is unique in its focus on multiple memoirs by patients of Freud and presents a fresh, even startling, close-up look at psychoanalysis as a clinical practice and as a rigorous discourse and offers a new vision of Freud’s strengths and, at times, defects. It will be of considerable interest to scholars of psychoanalysis and intellectual history, as well as those with a wider interest in literature and memoir.
Reading Freud’s Three Essays on the Theory of Sexuality: From Pleasure to the Object (The History of Psychoanalysis Series)
by Philippe Van Haute Herman WesterinkSigmund Freud’s 1905 Three Essays on the Theory of Sexuality is a founding text of psychoanalysis and yet it remains to a large extent an "unknown" text. In this book Freud’s 1905 theory of sexuality is reconstructed in its historical context, its systematic outline, and its actual relevance. This reconstruction reveals a non-oedipal theory of sexuality defined in terms of autoerotic, non-objectal, physical-pleasurable activities originating from the "drive" and the excitability of erogenous zones. This book, consequently, not only calls for a reconsideration of the development of Freudian thinking and of the status of the Oedipus complex in psychoanalysis but also has a strong potential for supporting contemporary non-heteronormative theories of sexuality. It is as such that the 1905 edition of Three Essays becomes a highly relevant document in contemporary philosophical discussions of sexuality. This book also explores the inconsistencies and problems in the original theory of sexuality, notably the unresolved question of the transition from autoerotic infantile sexuality to objectal adult sexuality, as well as the theoretical and methodological shifts present in later editions of Three Essays. It will be of great interest to psychoanalysts and those with an academic interest in the history of psychoanalysis and sexuality.
Reading in a Second Language: Cognitive and Psycholinguistic Issues
by Xi Chen Rena Helms-Park Vedran DronjicReading in a Second Language offers a comprehensive survey of the phenomenon and process of reading in a second language, with graduate and upper-level undergraduate students in second language acquisition, psycholinguistics, and applied psychology as its primary audience. The book explores reading processes from a number of complementary standpoints, integrating perspectives from fields such as first and second language reading, second language acquisition, linguistics, psycholinguistics, and cognitive neuroscience. The first half examines major factors in second language reading: types of scripts, the cognitive and neural substrates of reading; metalinguistic awareness, word recognition, language transfer, and lexical knowledge. The second part of the book discusses the social and educational contexts in which reading development occurs, including issues related to pedagogy, the use of technology in the classroom, reading disorders, and policy making. Reading in a Second Language provides students with a full, logically organized overview of the primary factors that shape reading development and processes in a second language.
Reading in a Second Language
by William GrabeThis volume, through a detailed treatment of the cognitive processes that support reading, explains how reading really works. It offers a thorough overview of important and current research, including first language research, which is not often found in second language acquisition (SLA) publications. This book is a true example of applied linguistics; it makes well-defined linkages between theory and practice, discussing the implications and applications of second language reading theories on instructional practices. It is a valuable resource and reference for action researchers, curriculum designers, teachers, administrators, and those interested in exploring theoretical issues grounded in instructional contexts.
Reading in Primary Schools (Routledge Revivals)
by Geoffrey R. RobertsLearning to read and the teaching of reading have long been surrounded with controversy. Originally published in 1969, this book takes the view that the subject is best approached via linguistic theory. The relationship between reading and spoken language is clearly brought out in the author’s attempt to define more closely the area in which the teacher has to operate when teaching children to read. His analysis of reading problems in children up to the age of 11 will encourage experienced teachers to question constructively their own beliefs and practices, while the book as a whole provides a valuable introduction to the psychology of reading for the student of education.
Reading in the Brain: The New Science of How We Read
by Stanislas DehaeneA renowned cognitive neuroscientist?s fascinating and highly informative account of how the brain acquires readingHow can a few black marks on a white page evoke an entire universe of sounds and meanings? In this riveting investigation, Stanislas Dehaene provides an accessible account of the brain circuitry of reading and explores what he calls the ?reading paradox?: Our cortex is the product of millions of years of evolution in a world without writing, so how did it adapt to recognize words? Reading in the Brain describes pioneering research on how we process language, revealing the hidden logic of spelling and the existence of powerful unconscious mechanisms for decoding words of any size, case, or font. Dehaene?s research will fascinate not only readers interested in science and culture, but also educators concerned with debates on how we learn to read, and who wrestle with pathologies such as dyslexia. Like Steven Pinker, Dehaene argues that the mind is not a blank slate: Writing systems across all cultures rely on the same brain circuits, and reading is only possible insofar as it fits within the limits of a primate brain. Setting cutting-edge science in the context of cultural debate, Reading in the Brain is an unparalleled guide to a uniquely human ability.
Reading in the Brain: The Science and Evolution of a Human Invention
by Stanislaus Dehaene"The transparent and automatic feat of reading comprehension disguises an intricate biological effort, ably analyzed in this fascinating study. Drawing on scads of brain-imaging studies, case histories of stroke victims and ingenious cognitive psychology experiments, cognitive neuroscientist Dehaene (The Number Sense) diagrams the neural machinery that translates marks on paper into language, sound and meaning. It's a complex and surprising circuitry, both specific, in that it is housed in parts of the cortex that perform specific processing tasks, and puzzlingly abstract. (The brain, Dehaene hypothesizes, registers words mainly as collections of pairs of letters.) The author proposes reading as an example of neuronal recycling--the recruitment of previously evolved neural circuits to accomplish cultural innovations--and uses this idea to explore how ancient scribes shaped writing systems around the brain's potential and limitations." -Publishers Weekly
Reading Intervention Case Studies for School Psychologists: Evidence-Based Implementation and Analysis
by Melissa Coolong-Chaffin Renee O. Hawkins Michael I. AxelrodReading Intervention Case Studies for School Psychologists provides vivid, real-world examples of school-based interventions targeting students’ phonological awareness, phonics, fluency, and comprehension in reading. This book offers a rich variety of applied reading interventions in school settings , spanning strategies such as incidental teaching, word boxes, peer tutoring, taped words, story mapping, and beyond. Each case includes thorough descriptions of the specific area of concern, detailed intervention protocols, data collection and analysis methods, and tips for ensuring social acceptability and treatment integrity. School psychologists, along with related professionals in special education, general education, and speech-language pathology, will come away with new insights into this comprehensive set of well-researched and frequently applied reading interventions.
Reading Italian Psychoanalysis (New Library of Psychoanalysis Teaching Series)
by Franco Borgogno Alberto Luchetti Luisa Marino CoeWinner of the American Board & Academy of Psychoanalysis Prize for best Edited book published in 2016 Psychoanalysis in Italy is a particularly diverse and vibrant profession, embracing a number of influences and schools of thought, connecting together new thinking, and producing theorists and clinicians of global renown. Reading Italian Psychoanalysis provides a comprehensive guide to the most important Italian psychoanalytic thinking of recent years, including work by major names such as Weiss, E.Gaddini, Matte Blanco, Nissim Momigliano, Canestri, Amati Mehler, and Ferro. It covers the most important theoretical developments and clinical advances, with special emphasis on contemporary topics such as transference, trauma and primitive states of mind where Italian work has been particular influential. In this volume, Franco Borgogno, Alberto Luchetti and Luisa Marino Coe of the Italian Psychoanalytical Society provide an overview of how Italian psychoanalysis has developed from the 1920’s to the present day, tracing its early influences and highlighting contemporary developments. Forty-six seminal and representative papers of psychoanalysts belonging to the two Italian psychoanalytical societies (the Italian Psychoanalytical Society and the Italian Association of Psychoanalysis) have been chosen to illuminate what is special about Italian theoretical and clinical thinking, and what is demonstrative of the specificity of its psychoanalytic discourse. The selected papers are preceded by a first introductory section about the history of psychoanalysis in Italy and followed by a "swift glance at Italian psychoanalysis from abroad". They are grouped into sections which represent the areas particularly explored by Italian psychoanalysis. Each section is accompanied by introductory comments which summarize the main ideas and concepts and also their historical and cultural background, so as to offer to the reader either an orientation and stimulus for the debate and to indicate their connections to other papers included in the present volume and to the international psychoanalytic world. The book is divided into six parts including: History of psychoanalysis in Italy Metapsychology Clinical practice, theory of technique, therapeutic factors The person of the analyst, countertransference and the analytic relationship/field Trauma, psychic pain, mourning and working-through Preverbal, precocious, fusional, primitive states of the mind This volume offers an excellent and detailed "fresco" of Italian psychoanalytic debate, shining a light on thinking that has evolved differently in France, England, North and Latin America. It is an ideal book for beginners and advanced students of clinical theory as well as experienced psychoanalysts wanting to know more about Italian psychoanalytic theory and technique, and how they have developed.
Reading Klein (New Library of Psychoanalysis Teaching Series)
by Michael Rustin Margaret RustinReading Klein provides an introduction to the work of one of the twentieth century’s greatest psychoanalysts, known in particular for her contribution in developing child analysis and for her vivid depiction of the inner world. This book makes Melanie Klein’s works highly accessible, providing both substantial extracts from her writings, and commentaries by the authors exploring their significance. Each chapter corresponds to a major field of Klein’s work outlining its development over almost 40 years. The first part is concerned with her theoretical and clinical contributions. It shows Klein to be a sensitive clinician deeply concerned for her patients, and with a remarkable capacity to understand their unconscious anxieties and to revise our understanding of the mind. The second part sets out the contribution of her ideas to morality, to aesthetics and to the understanding of society, introducing writing by her associates as well as herself. The book provides a lucid account of Klein’s published writing, presented by two distinguished writers who know her work well and have made creative use of it in their own clinical and extra-clinical writing. Its aim is to show how substantial her contribution to psychoanalytic thinking and clinical practice was, and how indispensable it remains to understanding the field of psychoanalysis. Reading Klein will be a highly valuable resource for students, trainees in psychoanalysis, psychoanalytic practitioners and all who are interested in Melanie Klein and her legacy.
Reading Lacan’s Écrits: From ‘Overture to this Collection’ to ‘Presentation on Psychical Causality’
by Calum Neill, Derek Hook and Stijn VanheuleReading Lacan's Écrits is the first extensive set of commentaries on the complete edition of Lacan's Écrits to be published in English, providing an indispensable companion piece to some of Lacan's best-known but notoriously challenging writings.With the contributions of some of the world's most renowned Lacanian scholars and analysts, Reading Lacan's Écrits encompasses a series of systematic, paragraph-by-paragraph commentaries that not only contextualise, explain and interrogate Lacan's arguments but also afford the reader multiple interpretive routes through the complete edition of Lacan's most labyrinthine of texts. Considering the significance of Écrits as a landmark in the history of psychoanalysis, this far-reaching and accessible guide will sustain and continue to animate critical engagement with one of the most challenging intellectual works of the twentieth century.These volumes act as an essential and incisive reference-text for psychoanalysts and psychoanalytic psychotherapists in training and in practice, as well as philosophers, cultural theorists and literary, social science and humanities researchers. This volume covers the first two sections of the Écrits, providing close readings of the first eight essays.
Reading Lacan's Écrits: From ‘Logical Time’ to ‘Response to Jean Hyppolite’
by Derek HookReading Lacan’s Écrits is the first extensive set of commentaries on the complete edition of Lacan’s Écrits to be published in English. This third volume provides an indispensable companion piece to some of Lacan’s most crucial and notoriously challenging writings, from ‘Logical Time’ to ‘Response to Jean Hyppolite’, and including ‘The Function and Field of Speech’, ‘Variations on the Standard Treatment’ and ‘Presentation on Transference’. With the contributions of some of the world’s most renowned Lacanian scholars and analysts – such as Bernard Burgoyne, Marc De Kesel and Russell Grigg – this volume encompasses a series of systematic, paragraph-by-paragraph commentaries which not only contextualize, explain and interrogate Lacan’s arguments, but afford the reader multiple interpretive routes through the complete edition of Lacan’s most labyrinthine of texts. As there is no existing set of exhaustive commentaries on Lacan’s Écrits available in English, this volume acts as an essential and incisive reference-text for psychoanalysts and psychoanalytic psychotherapists in training and in practice, as well as philosophers, cultural theorists and literary, social science and humanities researchers. Considering the significance of Écrits as a landmark in the history of psychoanalysis, this far-reaching and accessible guide will sustain and continue to animate critical engagement with one of the most challenging intellectual works of the twentieth century.
Reading Lacan's Écrits: From ‘The Freudian Thing’ to 'Remarks on Daniel Lagache'
by Derek Hook Calum Neill Stijn VanheuleThe Écrits was Jacques Lacan’s single most important text, a landmark in psychoanalysis which epitomized his aim of returning to Freud via structural linguistics, philosophy and literature. Reading Lacan’s Écrits is the first extensive set of commentaries on the complete edition of Lacan’s Écrits to be published in English. An invaluable document in the history of psychoanalysis, and one of the most challenging intellectual works of the 20th Century, Lacan’s Écrits still today begs the interpretative engagement of clinicians, scholars, philosophers and cultural theorists. The three volumes of Reading Lacan’s Écrits offer just this: a series of systematic paragraph-by-paragraph commentaries – by some of the world’s most renowned Lacanian analysts and scholars – on the complete edition of the Écrits, inclusive of lesser known articles such as ‘Kant with Sade’, ‘The Youth of Gide’, ‘Science and Truth’, ‘Presentation on Transference’ and ‘Beyond the "Reality Principle"'. The originality and importance of Lacan’s Écrits to psychoanalysis and intellectual history is matched only by the text’s notorious inaccessibility. Reading Lacan’s Écrits is an indispensable companion piece and reference-text for clinicians and scholars exploring Lacan's magnum opus. Not only does it contextualize, explain and interrogate Lacan's arguments, it provides multiple interpretative routes through this most labyrinthine of texts. Reading Lacan’s Écrits provides an incisive and accessible companion for psychoanalysts and psychoanalytic psychotherapists in training and in practice, as well as philosophers, cultural theorists and literary, social science and humanities researchers who wish to draw upon Lacan’s pivotal work.
Reading Lacan’s Écrits: From ‘Signification of the Phallus’ to ‘Metaphor of the Subject’
by Stijn Vanheule Derek Hook Calum NeillThe Écrits was Jacques Lacan’s single most important text, a landmark in psychoanalysis which epitomized his aim of returning to Freud via structural linguistics, philosophy and literature. Reading Lacan’s Écrits is the first extensive set of commentaries on the complete edition of Lacan’s Écrits to be published in English. An invaluable document in the history of psychoanalysis, and one of the most challenging intellectual works of the twentieth century, Lacan’s Écrits still today begs the interpretative engagement of clinicians, scholars, philosophers and cultural theorists. The three volumes of Reading Lacan’s Écrits offer just this: a series of systematic paragraph-by-paragraph commentaries – by some of the world’s most renowned Lacanian analysts and scholars – on the complete edition of the Écrits, inclusive of lesser known articles such as ‘Kant with Sade’, ‘The Youth of Gide’, ‘Science and Truth’, ‘Presentation on Transference’ and ‘Beyond the "Reality Principle". The originality and importance of Lacan’s Écrits to psychoanalysis and intellectual history is matched only by the text’s notorious inaccessibility. Reading Lacan’s Écrits is an indispensable companion piece and reference-text for clinicians and scholars exploring Lacan's magnum opus. Not only does it contextualize, explain and interrogate Lacan's arguments, it provides multiple interpretative routes through this most labyrinthine of texts. Reading Lacan’s Écrits provides an incisive and accessible companion for psychoanalysts and psychoanalytic psychotherapists in training and in practice, as well as philosophers, cultural theorists and literary, social science and humanities researchers who wish to draw upon Lacan’s pivotal work.
Reading Lacan’s Seminar VIII: Transference (The Palgrave Lacan Series)
by Gautam Basu Thakur Jonathan DicksteinThis book provides 18 lively commentaries on Lacan’s Seminar VIII, Transference (1960-61) that explore its theoretical and philosophical consequences in the clinic, the classroom, and society. Including contributions from clinicians as well as scholars working in philosophy, literature, and culture studies, the commentaries presented here represent a wide-range of disciplinary perspectives on the concept of transference. Some chapters closely follow the structure of the seminar’s sessions, while others take up thematic concerns or related sessions such as the commentary on sessions 19 to 22 which deal with Lacan’s discussion of Claudel’s Coûfontaine trilogy. This book is not a compendium to Lacan’s seminar. Instead it attempts to capture through shorter contributions a spectrum of voices debating, deliberating, and learning with Lacan’s concept. In doing so it can be seen to engage with transference conceptually in a manner that matches the spirit of Lacan’s seminar itself.The book will provide an invaluable new resource for Lacan scholars working across the fields of psychoanalytic theory, clinical psychology, philosophy and cultural studies.