[...] one presumes that this subject knows or retains or holds the knowl="trms"nttrm="knowledge,Knowledge">edge (even vital and secret knowl="trms"nttrm="knowledge,Knowledge">edge ='lgc'>[this is knowl="trms"nttrm="knowledge,Knowledge">edge-talabkar طلبکار='lgc'>]) that you want. this subject is functionally established. one of the laws of our encounter is that puts the speaker/="trms">writer/analyst/text/etc in the (even architectural) center='lgc'>: the subject-="trms">supposed-to-know in ="ppl">Lacan the analyst who sits there as a tower of knowl="trms"nttrm="knowledge,Knowledge">edge that mostly withholds what s/he knows ='lgc'>='lgc'>--> ="trms">transferencial energy directed towards him/her ='lgc'>='lgc'>--> drama of identification (='lgc'>='lgc'>--> break-out of ="trms">narcissism for ="ppl">Freud)
="prgrph">-it is one of the (negative='qstn'>?) binding ="trms">transferential contracts in ="trms">relation to “the one who speaks”
='lgc'>[='strcls'>*="trms">anthropology of exchange='strcls'>* ='lgc'>='lgc'>--> ="trms">Transference='lgc'>: (for ="ppl">Lacan) Each time a man speaks to another in an authentic and full manner, there is, in the true sense, ="trms">transference, ="trms">symbolic ="trms">transference='lgc'>--something which takes place which changes the ="trms">nature of the two beings ="trms">present. Later ="ppl">Lacan ="trms">articulates the ="trms">transference in sujet ="trms">supposé savoir='lgc'>: ="trms">transference is the attribution of knowl="trms"nttrm="knowledge,Knowledge">edge to the Other, the ="trms">supposition that the Other is a subject who knows. “As soon as the subject who is ="trms">supposed to know exists ='strcls'>*somewhere='strcls'>* ... there is ="trms">transference.” (Seminar II, p. 232)='lgc'>] ='lgc'>[keep in mind that the (post='qstn'>?-)="ppl">Lacanian theory is about the ='strcls'>*constitutive function of the signifier in ="trms">relation to the subject.='strcls'>* ... for ="ppl">Lacan, What constitutes the person and its identity can now be ="trms"nttrm="already,spread">read as a text, and the ="trms">author is not the subject, but the ="trms">trajectory of the signifiers that re="trms">present the desire of those who occupy the place of the Other for the subject.='lgc'>]
='lgc'>[about ="trms">demand='lgc'>: ="ppl">Lacan argues that “="trms">demand constitutes the Other as al="trms"nttrm="already,spread">ready possessing the ‘privilege’ of satisfying needs,” and that indeed the ="trms">child's biological needs are themselves altered by “the condition that is imposed on him by the existence of the discourse, to make his need pass through the defiles of the signifier.” ... The subject has never done anything other than ="trms">demand (since infancy!)='lgc'>] ='strcls'>*='lgc'>{="trms">question ='lgc'>=/= ="trms">demand='lgc'>}='strcls'>*='lgc'>='lgc'>--> ="ppl">Nancy
='lgc'>[the use of ‘="trms">transference’ is a way to account for the ="trms">relationship between ="trms"nttrm="already,spread">readers and texts. the emphasis in ="ppl">Lacan is on the ‘="trms">supposed’ and not on the ‘know’. ="trms"nttrm="already,spread">reader assume that the text ‘knows’. ='lgc'>='lgc'>--> What ="ppl">Lacan's understanding of the ="trms">transference points to is the fact that we must see the meaning of any given text not within the text itself but as a reconstruction between ="trms"nttrm="already,spread">reader and text.='lgc'>] ='lgc'>[in other words, ="trms">transference is ‘a re="trms">presentation of the ="trms">past’ (="trms">childhood and etc.) to the ="trms">present ='lgc'>]
a pedagogical problem='lgc'>: rapid ="trms">transferencial turn-over='lgc'>: going from one subject-="trms">supposed-to-know to the other (='lgc'>=/= ="trms"nttrm="already,spread">reading)
='at'>#the kind of ‘="trms"nttrm="already,spread">reading’ ='lgc'>[encountering a text, artwork, speech, ourselves, etc.='lgc'>] that i am talking about is not about this ="trms">transferencial energy directed towards the sujet ="trms">supposé savoir. this practice of ="trms"nttrm="already,spread">reading is about to ="trms"nttrm="already,spread">read together and to ="trms"nttrm="already,spread">read ourselves ="trms"nttrm="already,spread">reading, to an atentiveness to the way we are ="trms"nttrm="already,spread">reading or not-="trms"nttrm="already,spread">reading or aberating from something and be attentive to that disjunctive movement. what is noncomprehension='qstn'>? what is the experience of nonunderstanding='qstn'>? and so on.
='strcls'>*so, the sujet ="trms">supposé savoir is the one who is structurally is in a place of knowl="trms"nttrm="knowledge,Knowledge">edge which doesn't mean that subject is filled with or capable of offering power and knowl="trms"nttrm="knowledge,Knowledge">edge but that is projected ="trms">onto that functional space='strcls'>* ='lgc'>='lgc'>--> sujet ="trms">supposé savoir is merely a spatial determination='qstn'>? (is this related to my ="trms">interventive ="trms">lectures in outdoor spaces in order to sabotage ‘what is meant to signify’ of the spatial subject-="trms">supposed-to-know='qstn'>?)
='strcls'>*sss is one of the effects of subjectivity ='lgc'>-- a scenography of ="trms">transferential intensity ='lgc'>: we credit that being with having knowl="trms"nttrm="knowledge,Knowledge">edge to transmit, and then we might also resist it.
='lgc'>='lgc'>---let's get out of this space!!='qstn'>?
='lgc'>--='prcnt'>%='lgc'>--in the context of pedagogy, students regards their teachers as sujet ="trms">supposé savoir, that they should know something. “it is the students’ ="trms">supposition of an art teacher who knows, who have something more than they have in themselves, that initiates the teaching and learning process rather than the art knowl="trms"nttrm="knowledge,Knowledge">edge actually possessed by the teacher” (Hetrick). (is it the architectural ="trms">gesture='lgc'>--the center='lgc'>--that produces the recognition of the teacher ="trms">situated as “teacher”='qstn'>?) ='strcls'>*“the spell of ="trms">transference.” / at some point some ="trms">gesture is taken by the student as a sign of hidden knowl="trms"nttrm="knowledge,Knowledge">edge and intention ='lgc'>==> ="trms">transference establishing itself; (how education ='lgc'>[and ="trms">love='qstn'>?='lgc'>] without ="trms">transference looks like='qstn'>? ='lgc'>='lgc'>--> ="ppl">Julia ="ppl">Scher, ‘post-="ppl">Lacanian’ means that you don't ‘transfer’ to the art-work nor artist='qstn'>?) ='at'>#="nms">harem
parent ='lgc'>='lgc'>--> teacher ='lgc'>}='lgc'>==> what the student may desire to become (be recognized as)

="trms">according to ="ppl">Lacan there is no ="nms">Pir (='lgc'>~ ='lgc'>[often iconoclast='lgc'>] leader, guide, mentor, expert, knowing-hero, enlightener, rescuer knowing more, knowl="trms"nttrm="knowledge,Knowledge">edgeable pedagogue/leader “helping students find themselves,” ='lgc'>[='lgc'>='lgc'>--> my failed ="trms">transference with ="frds scrmbld">Saeed='lgc'>])

='lgc'>='lgc'>-->='qstn'>? Discourse of the University='strcls'>* ='lgc'>: (="trms">systematic) “knowl="trms"nttrm="knowledge,Knowledge">edge” replaces the nonsensical master signifier in the dominant commanding ="trms">position; in this case the sujet ="trms">supposé savoir dependent upon the related knowl="trms"nttrm="knowledge,Knowledge">edge of the Other, or the source of “the field” (journals, text="trms">books, etc.) ='lgc'>==> (arbiter of) truth ='lgc'>='lgc'>--> ='strcls'>*to transmit knowl="trms"nttrm="knowledge,Knowledge">edge that is al="trms"nttrm="already,spread">ready given='strcls'>*
='lgc'>[account of knowl="trms"nttrm="knowledge,Knowledge">edge as a ="trms">symbolic and ="trms">social ="trms">network, master signifier, subject ="trms">positions,='lgc'>]

in placing the ‘text’ in the ="trms">position of a knowing expert who has the answers ="frds scrmbld">Lili (unconsciously) idealizes her texts, and of course when her ‘texts’ fail to satisfy that desire she ="trms">demands ‘knowing’ from them in terms of cynicism='lgc'>: the feeling or state of being annoyed and irritated by them. this is a structural space of ‘="trms">demand’ in her. for me what is at stake is the complex ="trms">nature of encounter between ="frds scrmbld">Lili and text which takes place in an artificial space='lgc'>--a ="trms">symbolic space='lgc'>--that is at the same time the place of real investments of her desires.

='at'>@="frds scrmbld">Lili; is she (like the rest of us humans) looking for an active, predatory art='qstn'>?='lgc'>='lgc'>--> if non-="trms">communicative non-predatory non-kinetic ='lgc'>[a common issue with the students of choreography and dance in general='lgc'>] art exists on this planet, then we kave to learn “a whole new set of ="trms">techniques.” ='lgc'>[="ppl">La Guin='lgc'>])
='lgc'>--the meter of ‘time,’ that essential element, matrix and ="trms">measure of all kown human-="trms">animal art. what if there are other metric ="trms">systems='qstn'>? art not as an action, but a reaction='qstn'>? not a ="trms">communication, but a reception='qstn'>? ='lgc'>{='lgc'>-='lgc'>='lgc'>--> ='gtrw'>go to my master studies Diploma on passivity in performance art='lgc'>}

="large lg1" stl="font-size:138%"> registers of ‘="trms">complaining’ in ="frds scrmbld">Lili's discourse. she is a bit like Faust groaning, habe nun akhhhhh Philosophie and so on. ='lgc'>[Ach of Sprache='lgc'>] (that they have done all the work, they know everything, yet know not enough of what really counts ='lgc'>[that is the incalculable='lgc'>] and cannot be satisfied by mere knowl="trms"nttrm="knowledge,Knowledge">edge available to them. nor can they keep themselves to the restricted zone of knowability.) so ="frds scrmbld">Lili saying “it's too much!” is a hysteric wish for ‘more’='qstn'>?
(="ppl">Freudian ="trms">joke, the hysteric says='lgc'>: “is that all there is!='qstn'>?” while the ="trms">neurotic says='lgc'>: “this is too much!” to the same object)

='strcls'>*it was ="ppl">Goethe who invented the super-ego, ="ppl">Freud named it following him.

the all-or-nothing view='lgc'>: i know everything or i don't know anything, problem of scale, problem of ‘circumstance='lgc'> = reality’
kloAQsvRkFY

the figure of the ‘accuser’ and the ‘straight talk’ for ="frds scrmbld">Lili
...that people would speak ="trms">literally
going from proof to proof, from necessity to necessity ='lgc'>='lgc'>--> displacement (='lgc'>=/= detour)

="display:block;white-space:nowrap;margin-bottom:-1em;overflow:hidden;">...................................

='at'>@="frds scrmbld">Ekaterina; some other characters='lgc'>:
the jealous, the impassioned, the persecutive, the ="trms">erotomaniacal,
="trms">complainer,
noble trader,

="frds scrmbld">Ekaterina, asking for a ="trms">fabulation='qstn'>? her totem making
="ppl">Deleuzian ="trms">fabulation='lgc'>: a ="trms">fiction made up by people in their process of becoming
making up ="trms">stories
='lgc'>=/= ="trms">fiction (on its own; it doesn't have that ="trms">relation with becoming)

in which conditions the ="trms">paranoid mother occupies the failiour of the good-enough mother='qstn'>?
what constitutes the ‘site’ for her mother='qstn'>?

(how her) characters keep running into eachother in a universe of recursive connection (='qstn'>?)



='strcls'>**="trms">stories that collect ="trms">stories='strcls'>** ='lgc'>[='lgc'>='lgc'>~= archive='qstn'>? my hypertext='qstn'>? a mouth full='qstn'>? ='lgc'>--this ="trms">specific type of ="trms">stories are d="trms"nttrm="danger,stranger">angerously ="trms">worlders, usually handed to the un="trms">questioned mechanics of universalized taxonomy and 17th century ="trms"nttrm="righ,rigo,riga,rigi,trig,rign">rigs='lgc'>: encyclopedic homogeneous tables. they are the stuff of ="nms">ajayeb='lgc'>]
(mispronounced by ="frds scrmbld">Ekaterina > captured by ="frds scrmbld">Hoda > found object by ="frds">Sina)

="trms">stories that collect other ="trms">stories='lgc'>:
="lstsrd">1- archive ='lgc'>='lgc'>~='lgc'>='lgc'>--> ="trms">sortability
="lstsrd">2- ="trms">translation ='lgc'>='lgc'>~='lgc'>='lgc'>-->  linearity
='lgc'>==> uni[...]