Analytica is made up of a series of interlocking practices all forming the construction of analysis:
Structure
1. Intensive Analysis: From Auto- Analysis to Co-Analysis (The One and the Two in Analysis)
We place into question the artificial separation between self-analysis, personal analysis, therapeutic analysis, didactic analysis, control analysis, and supervision, replacing this with “intensive analysis” or “didactic analysis of the symptom. While there is NO such thing as didactic analysis in the old sense that one may be assigned a teaching analyst at an institue for a purpose different than a “patient,” there is ONLY such thing as didactic analysis in the sense that every analysand teaches himself about his symptom by means of teaching an analyst. Analysis is initiated first by the unconscious in its desire, transference, or symptom. Analysis is initiated from the demand or responsibility of he who takes the position of the “analysand.” By placing any number of others in the position of “analyst” for any amount of time or frequency, one constructs an analysis with some others. For Freud this auto-analysis was performed through writing with his colleague Fliess. Jung’s analysis with Freud and his continued analysis with Gross and Spielrein all pointed toward an idea of co-analysis where he argued there is no absolute separation between analyst and analysand. Ferenczi demonstrated this idea to Freud. We propose to further articulate this point: Analysis is a construction between two within a community of others engaged in the co-creation of the analytic relation and discourse, in which the positions of analysand and analyst can be taken up and exchanged in a fashion to be determined.
2. Cartel: From Work Group to Play Group (Small Groups in Analysis)
The cartel is a collective group which extends the analytic discourse, relation and ethic into a didactic form. Rather than students of a master or expert, the cartel creates a collective of those sharing a similar desire to work on a certain topic, learning by way of construction. Participants take turns presenting or demonstrating to the others their particular contribution to the mutual topic. The group has a certain minimum and maximum number to be determined along with a certain frequency of meeting, period of existence, and outcome production of the group. The cartel as Lacan devised responds to Bion’s invention of a “work group” functioning beyond the symptom of the “dependency”, “fight”, or “messianic” groups, but takes the idea even further into what might be called a “play group” or “analytic group” in which we move beyond the limited economy of production and reason into the general economy of desire.
3. Demonstration: From Seminar to Pass (Large Groups in Analysis)
A demonstration replaces the lecture, workshop, case presentation, and pass simultaneously. In a demonstration one takes responsibility for one’s desire to construct one’s symptom as a mutually transmissible form of writing or speech act. Lacan’s seminar was an example of this where he continued to occupy the position of the analysand while occupying the position of analyst – for the purpose of trying to invent and transmit something about his symptom of psychoanalysis. In the demonstration one accepts that a theory or practice is never separated from the subjective position of the desire or symptom of its presenter, and yet nevertheless accepts that it is possible to transmit a form of real knowing to a community of others in a rigorous but not rigid form of writing. What Lacan aimed at with the “pass” (which he had declared a failed experiment before his death) is hereby attempted: the “demonstrations” are a series of “passes” in which the analytic community of those placed temporarily in the position of analysts can decide whether this transmission has been successful. Whether these demonstrations include creative, theoretical, or clinical material, they implicitly if not explicitly link the presenter’s analysis to his demonstration over time in a writing, speech act, performance, or other production.
4. Assemblage: From Assembly to Schizoanalysis (Transfinites in Analysis)
The general assembly of the members of the association as a bureaucratic process in which patriarchy and democracy are mixed in some unarticulated form is replaced by “schizoanalysis.” Schizoanalysis was a mode of analysis in extension devised by Guattari in working with Lacan’s school and the La Borde clinic in which analysis is applied to the institutional process itself. In this case the operations of the institute remain rigorous but not rigid as they are continually evolved by the members themselves. The collective phantasies of the institute and its members are put into question while the desire of the group is co-constructed. The continually evolving template or structure of the institute will be written by and for the members.
Curriculum
A. Live Curriculum
1. Intensive Analysis
Intensive analysis is the core of practicing analysis. Each member is free to work in his own way with whomever he wishes. We do not artificially separate personal, therapeutic, didactic, supervisory, or other intensive analysis but do recognize that working in a multiplicity of dyadic intensives can be of great use.
2. Cartels
Cartels are created out of the desire of the members. Each member provides ideas for cartels based on desires and working projects that have come out of their own intensive analysis. The cartel offers the first opportunity to take the refined symptom or phantasy of intensive analysis out into extension in the social and symbolic field.
a. Declared Cartel
Any three or more (Analysand, Research, or Analyst) Members may form and declare a Cartel with a chosen +1 and/or request a +1.
b. Posed Cartel
Any 1-2 Members may pose a Cartel and request other participants and +1s.
c. Cartel Vectorization Assemblage
Cartel Vectorization Assemblage is offered in the Fall when Members are invited to submit 1-3 topics for a Cartel after which they will be Assembled together based on this desire. Members are then free to exit or enter within the first meetings of preliminary sessions.
3. Demonstrations
Work done in cartels leads to the further extensional step of providing demonstrations for the larger social field of the school in route to the public at large. In producing a demonstration one takes the position of the analysand but in a refined – or ethical – way. One takes responsibility for transmitting from one’s symptom something useful or desirable to the Other. It is a pragmatic, aesthetic, ethical paradigm.
Core Seminar Demonstration
The core seminar is an ongoing demonstration at the foundation of the school that continues to engage in current and future crucial topics of analysis clinical and theoretical.
Member Seminar Demonstrations
Members are invited to give their own ongoing seminar demonstration when they feel prepared to do so. This contributes to their training and transmission as a part of their Pass(age) and/or application to become Analyst Members.
Guest Demonstration
Demonstrations from outside the membership of the school are invited and given on a one-time basis for consideration of the school in order to engage further in extension with the collective of analytic work being done in the public.
Curriculum Demonstrations
Curriculum demonstrations are recorded and entered into the official archive and library of the school.
Pass(age) Demonstrations
The purpose of the Pass(age) is to evolve the original purpose of the Pass procedure developed at Lacan’s Freudian School based on research conducted there and in other analytic schools. The purpose of the Pass(age) at Analytica is the transmission and evaluation of the work of the members of the school to the broader public in extension and to promote the elevation of the School to that of a new Institution which replaces the old Gallery, Publisher, Theatre, Laboratory, Court, and Atelier by placing the means of production within the hands of the creators themselves rather than at the place of a Master, University, or Capitalist. The purpose of the Pass(age) – as opposed to in other schools – is not for the promotion of Identity or Grade, but it can be used to pass to the position of Analyst Member of the School. It can be used to supplement the authorization of analysand and analyst but not his authority.
Procedure of the Pass(age):
- Passant requests a Pass
- Passant chooses a Passer (Active Pass) or
- Passant is assigned a Passer (Passive Pass) or
- Passant follows both (Integral Pass)
- Jury of 3 Members is assembled and date is set
- Passant gives Demonstration to Passer(s) one month before the date
- Passer(s) present Demonstration to Jury
- Jury declares Pass/Not with private comments to Passer (and School Archive)
- Passant determines what will be published
- When Pass(age) procedure is stabilized a title inscription may be introduced
4. Assemblage – From Assembly to Schizoanalysis
Schizoanalysis is the process by which a general assembly is made into an assemblage. The assemblage is the co-created and constructed pragmatics of the school – that is the syntax or code of political-economic and technical issues regarding the functioning of the school with reference to the underlying psychoanalytic aspects of the institution and collective membership.
B. Core Curriculum
The core curriculum provides the archive and library of historical, mythical, epistemological, and academic content and practice of psychoanalysis and related material.
The school operates on the basis of a collective autopoiesis. All material produced is absorbed and received by the members who in turn produce new material for the school and membership. Thus the school incorporates the clinic, gallery, publisher, and other modes of production in its functioning.
Current Core Curriculum:
The current core curriculum is made up of four modules. Each module is meant to represent a “year” study, although they can be done at any pace, and because of their dense nature should be re-studied and cross-referenced many times. Although they follow in sequential order, the modules may be undertaken in any order or simultaneously.
The first year presents the pre-history and foundation of psychoanalysis including the history of philosophy, science, medicine, and psychiatry throughout Eastern and Western cultures throughout the centuries. The second module presents psychoanalysis in its modern context including the neurological, psychological, and cultural methods and context of the detailed development of psychoanalysis in intension and extension throughout the twentieth century. The third module presents the theory and practice of psychoanalysis in-depth through the work of the “big four” Freud, Jung, Reich, and Lacan. The fourth module presents the innovative and avant-garde work being done in the present toward the future development of Analysis including the production and contribution of the Analyst Member to the School.
Various stages of the Core Curriculum are currently in production and archiving and will be available on an ongoing basis.
1. Module 1: Psychoanalytic Medicine & Psychiatry
1.1 Model Theory and Practice – Science and Paradigms
1.1.1. Poetics – Spiritual Science
1.1.1.1. East – Chinese Taoism
1.1.1.2. West – Greek Sophism
1.1.2. Philosophy – The Birth of Analytic Thought
1.1.2.1. Platonism and the Academy
1.1.2.2. The Divided Subject – The Splitting of Mind and Body
1.1.3. Mathematics – Integration and Differentiation
1.1.3.1. The Crisis of Modernity
1.1.3.2. The Integral Model
1.1.4. Orgonomy – A New Science
1.1.4.1. The Laboratory of Dialectical Functionalism
1.1.4.2. The Return of the Continuum
1.2. Integral Medicine and Psychiatry
1.2.1. The Multiple Dimensions of Integral Medicine
1.2.1.1. The Body-Mind Continuum – All Medicine is Psychiatric
1.2.1.2. Historicism – The Evolution of Medicine
1.2.1.3. The Cultural Divide – Rapprochement of East and West
1.2.2. Traditional Medicine – Oriental Medicine
1.2.2.1. Classical Chinese Medicine
1.2.2.2. Indian Ayurvedic Medicine
1.2.2.3. Tibetan Buddhist Medicine
1.2.2.4. TCM and Kampo – Modern Oriental Medicine
1.2.3. Modern Medicine – The Western Turn of the Analytic
1.2.3.1. Naturopathic Medicine – Empiricism and the Evolution of Holism
1.2.3.2. Allopathic Medicine – The Force of the Material
1.2.3.3. Homeopathic Medicine – The Power of the Dynamic
1.2.4. Analytic Medicine
1.2.4.1. Psycho-Analysis – Freud’s Completion of the Socratic Project
1.2.4.2. Mind over Matter – The Dynamic Approach
1.2.4.3. Returning to the Beginning – Understanding Traditional Medicine
2. Module 2: Psychoanalysis in Intension and Extension – Four Phases
2.1. The Construction of Subjectivity – Neuropsychology
2.1.1. The Human Being and Becoming – A Conscious Organism
2.1.2. The Matter of the Mind – Transversal Mapping
2.1.3. Chaos and Complexity – Beyond the Brain
2.1.4. Desire at the Limits of Thought – The Sacred
2.1.5. Psychoanalysis – A Spiritual Science
2.1.6. Jouissance – Desire in Knowledge
2.2. Mapping the Psyche – Psychoanalysis
2.2.1. The Unconscious and the Conscious – Sigmund Freud
2.2.2. The Schizoid and the Depressive – Melanie Klein
2.2.3. Containment and Mysticism – Wilfred Bion
2.2.4. Symmetry and Unfolding – Ignacio Matte-Blanco
2.2.5. The Aesthetic Object – Donald Meltzer
2.2.6. Transitional Phenomena – Donald Winnicott
2.2.7. The Emotion Processing Mind – Robert Langs
2.2.8. Psycho-Semiotics – Alfred Silver
2.2.9. The Subject of Analysis – Jacques Lacan
2.2.10. The Game of the Other – Francois Roustang
2.2.11. Primary Seduction – Jean Laplanche
2.2.12. Translation and Poetics – Nicolas Abraham
2.2.13. Signs of Affect – Julia Kristeva
2.2.14. Schizoanalysis and Chaosmosis – Felix Guattari
2.3 Mapping the Socius – Ethnopsychology
2.3.1. Sacrifice and Magic – Shamanism
2.3.2. Beyond Enlightenment – Pantheism
2.3.3. From Tragedy to Dialogue – Paganism
2.3.4. The Sacrifice of the Sacrifice – Monotheism
2.3.5. From Knowledge to Madness – Nihilism
2.3.6. Enjoying Your Symptom – Chaotism
2.4 Clinical and Cultural Practice – Schizoanalysis
2.4.1. Life and Death – Chaosophy
2.4.2. Ecosophy and Sovereignty – General Economy
2.4.3. New Maps of the Psyche – Psychoanalysis and Spiritual Science
2.4.4. Thinking and Feeling – Abstract Expressionism
2.4.5. The Social Psyche – Subject, Object, and Other
2.4.6. Wild Analysis – The Clinic of Everyday Life
3. Module 3: Advanced Psychoanalytic Practice – Four Demonstrations
3.1.Freud
3.1.1.Neuropsychology
3.1.2. Metapsychology
3.1.3 Parapsychology and Dreams
3.1.4 Self Analysis and Co Analysis
3.1.5. First and Second Topographies of the Psyche
3.1.6 Group Psychology and Civilization
3.2. Jung
3.2.1. Psychosis and Schizophrenia
3.2.2. Madness, Mysticism, and Self Analysis
3.2.3. Collective and Traditional Psychiatry
3.2.4. Parapsychology and Science Fiction
3.2.5. Individuation and Archetype
3.2.6. Numerology, Topology, Psychophysics
3.3. Reich
3.3.1. Sexology and Psychoanalysis
3.3.2. Character Analysis
3.3.3. Somatic Neuropsychiatry
3.3.4. Psychoanalytic Medicine
3.3.5. Orgonomy as Biophysics
3.3.6. Orgonomy as General Economy
3.4. Lacan
3.4.1. Drive, Desire, Demand
3.4.2. Sexuation and Gender
3.4.3. Real Imaginary Symbolic
3.4.4. Analysis as Unknotting
3.4.5. Topology of the Psyche
3.4.6. Poetics of the Psyche
4. Module 4: Future Analysis – Four Ecologies
4.1. Physis: Mathematics, Topology, Medicine, Science
4.1.? TBA…
4.2. Techne: Poetics, Semiotics, Kultur, Art
4.2.? TBA…
4.3. Polis: General Economy, Micropolitics
4.3.? TBA…
4.4. Psyche: Eros, Philos, Agape, Fidelity
4.4.? TBA…