EN3PSY-Psychoanalysis and Text

Module Provider: English Literature
Number of credits: 20 [10 ECTS credits]
Level:6
Terms in which taught: Autumn term module
Pre-requisites:
Non-modular pre-requisites: English Part 1
Co-requisites:
Modules excluded:
Placement opportunity: Micro placement
Current from: 2023/4

Module Convenor: Prof Karin Lesnik-Oberstein
Email: k.b.lesnik-oberstein@reading.ac.uk

Type of module:

Summary module description:

This module introduces and explores relationships between psychoanalysis and literary criticism, concentrating not on psychoanalysis as ‘applied’ to literature, but, instead, on thinking through the implications of psychoanalysis for literary criticism and theory. On the basis of readings from Sigmund Freud the students are introduced to central concepts from and about psychoanalysis, primarily the psychoanalytic ‘unconscious’, and then continue by examining the implications of this for ideas about authorship and intentionality, readership and response, and text and interpretation. After the initial readings from Freud, each group selects both primary and secondary literature to analyse closely.

Aims:

Through the reading of both theoretical and fictional texts the relationships between Freudian ideas about the unconscious and the reading and criticism of texts will be analysed and addressed, drawing on arguments of critics such as Shoshana Felman (‘Turning the Screw of Interpretation’) and Jacqueline Rose (The Case of Peter Pan). These include considering the way that psychoanalysis has been read as affecting ideas of authorship and biography, and of interpretation. The aims are both to introduce students to a reading of some texts from Freud and other relevant psychoanalytic theory, and to promote an ability to reflect on critical languages and practices, in order to begin to develop some understanding of the complex relationships between ideas of psychoanalysis and ideas of literary criticism.

Assessable learning outcomes:

By the end of the module the students will be expected to:

• Exercise skills of close textual analysis, especially in relation to reading all texts, including psychoanalytic or critical texts and understand how and why thisÌýis motivated by the implications of psychoanalysis.


• Demonstrate an awareness of the theoretical and methodological issuesÌýpertinent to the module throughout their own critical formulations and readings.


• Understand the centrality of the reading of narration/ perspectives to theÌýimplications of psychoanalysis for reading.


• Have an understanding of issues core to psychoanalysis, including ideasÌýof the ‘unconscious’ and sexuality.


• Connect the issues and implications of this module to related issues onÌýother modules.

Additional outcomes:

Oral and written communication skills will be developed, together with critical, interpretative and analytical abilities. In enabling students to focus on developing a detailed understanding of some core elements of psychoanalytic theory and its relationships to literary criticism and theory this module also provides students with an awareness of the wider cultural and historical influence of psychoanalysis and the broader discourses around it, including, for instance, ideas about ‘science’, gender and sexuality.

Outline content:

The module addresses ideas from and about psychoanalysis and its possible implications for the reading and criticism of texts drawing on arguments of critics such as Shoshana Felman (‘Turning the Screw of Interpretation’) and Jacqueline Rose (The Case of Peter Pan). Students will explore ideas about psychoanalysis itself through the reading of Sigmund Freud’s Introductory Lectures on Psychoanalysis and his ‘Three Essays on the Theory of Sexuality’, together with any further essays to be decided on during the course. Further links to the reading and analysis of texts will be introduced through other texts set in consultation with the class. These texts can be any literary, critical or psychoanalytic readings as core to the module is not what is read but how it is read and why.

Brief description of teaching and learning methods:

Three seminar hours weekly, for which students are required to