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Record W4391730541 · doi:10.1353/esc.2021.a919373

Racism, Or … Worse: On the end of Lacan’s Seminar XIX

2021· article· en· W4391730541 on OpenAlexvenueno aff
David Sigler

Bibliographic record

VenueEnglish studies in Canada · 2021
Typearticle
Languageen
FieldPsychology
TopicPsychoanalysis, Philosophy, and Politics
Canadian institutionsnot available
Fundersnot available
KeywordsRacismEnd of historyPsychoanalysisPhilosophyArtLiteratureTheologyPsychologyLawPolitical science

Abstract

fetched live from OpenAlex

Racism, Or … Worse: On the end of Lacan’s Seminar XIX David Sigler (bio) Jacques lacan ended Seminar XIX (1971–72), … Or Worse, with an unexpected warning: “Since, nevertheless, it’s not just about painting a rose-tinted future, you should know that what is on the rise, the ultimate consequences of which we have still not seen, and which is rooted in the body, in the fraternity of bodies, is racism. You have not heard the last of this.” The audience had, however, heard the last of this. Seminar XIX was suddenly over, and Lacan did not return to the topic in later seminars. He would, though, make a couple of further comments on racism over the following six months, first in the enigmatic essay “L’étourdit” and then as part of his television special of January 1973, the text of which would eventually be published as Television. It is hard to pinpoint the tone of the concluding remark. The two sentences seem to serve all at once as a warning, threat, aside, mic drop, and cliffhanger. It was a bit of a non sequitur, as Seminar XIX had not led anyone to expect a warning about racism. Lacan had made no mention of racism up to that point, and it had not often been among his preoccupations, although he had at times over the years spoken out against segregation (Khan 149–50). Lacan began the final session by signaling that he would be taking a new direction that day: “summing myself up, as they [End Page 177] say, is absolutely out of the question” (Seminar XIX 197). … Or Worse had mainly explored set theory as a logic problem, theorizing, in quite abstract terms, what it means for something to be counted as part of a set, and how counting and numbers cut against and through a unified One, and what happens when a zero gets added to a set of integers. The mathematical reflections developed in Seminar XIX take on new significance when considered retroactively in relation to Lacan’s parting words that year. In this essay, I argue that the final remark of Seminar XIX serves as a quilting point that ties the seminar’s mathematical reflections to the social problem of ascendent racism. The warning recontextualizes the discussion of bodies, fraternity, belonging, and social inclusion that Lacan had been exploring in the latter part of the seminar, allowing us to discern the contours of an implicitly anti-racist strategy. Lacan’s parting comment, if read not as a prediction but as a quilting point that retroactively reframes … Or Worse, may indicate a new or supplemental direction for Lacanian conversations about racism and anti-racism. In recent years, Lacanian scholars such as Azeen Khan, Derek Hook, Sheldon George, Gautam Basu Thakur, Zahi Zalloua, Slavoj Žižek, and Éric Laurent have studied the ideologies that sustain racism. The conclusion of Seminar XIX has been part of those discussions but has not been analyzed in much detail. Laurent analyzes the passage most thoroughly, discussing it for nearly a page before turning to the follow-up remark from Television (1–2). George and Hook acknowledge the passage at the beginning of their introduction to Lacan and Race but quickly move past it, maintaining that “Lacan held no true interest in race” (1); even in a volume specifically focused on the topic, Lacan’s comment does not come up further. Khan quotes the passage but does not much discuss it, introducing the quotation merely with “although I do not expand on this here” (156). I will suggest that Seminar XIX should and could become more important to this theoretical conversation. Generally, a Lacanian theory of racism will understand the phenomenon either as its own form of cruel enjoyment, the envy of another person’s enjoyment, or the fear of having one’s enjoyment stolen. Hook has done the most to outline the problems inherent in a jouissance-focused approach to racism, which include psychological reductionism, open-endedness, failure to differentiate between modes, and de-contextualization (37–42). Although Hook very insightfully responds to each of those critiques, convincingly defending a jouissance-based approach, it may also be worthwhile to develop...

Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.

How this classification was reachedexpand

Full frame distilled prediction

Teacher imitation

Not calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.

metaresearch head score (Codex)0.000
metaresearch head score (Gemma)0.001
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesInsufficient payload (model declined to judge)
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Not applicable · Consensus signal: Not applicable
GenreCandidate signal: Empirical · Consensus signal: Empirical
Teacher disagreement score0.647
Threshold uncertainty score1.000

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0000.001
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0000.000
Science and technology studies0.0000.000
Scholarly communication0.0000.000
Open science0.0000.000
Research integrity0.0000.000
Insufficient payload (model declined to judge)0.0010.000

Machine scores (provisional)

The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.

Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.

Opus teacher head0.083
GPT teacher head0.358
Teacher spread0.274 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it

Classification

machine, unvalidated

Machine predicted; a candidate call from one teacher head, not a consensus.

Study designNot applicable
Domainnot available
GenreEmpirical

How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".

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Citations0
Published2021
Admission routes1
Has abstractyes

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