[...]ess = a disturbance of natural tendency to heal others (patient's unconscious therapeutic initiative)

“all patients have the ability to ‘read the unconscious’ of the therapist” (Searles)

*acknowledging what the patient's transference materializes*

...................................

apass's aetiology: the philosophical study of causation of disease
(deriving from the Greek words aitia = cause and logos = word/speech) --> “tell me what causes your psychosis or art”

(thing that actually drives you crazy:)
other individuals [~ tormentingly insecure nature of the ever-ambivalent symbiotic relatedness in infancy and childhood] ==> schizophrenia
nonhuman environment ==> Anxiety(?)
symbolic bad object ==> depression(?) (always an active state)

(poorly integrated personality -->) externalized psychosis (~= “acting out”) ==> (situations which will) engender psychosis in other people (*whereas they themselves remain immune from overt symptoms* <-- in smaller/different doses of psychological assault of the very selfish people who externalize their “ideas” and “impressions” by telling effective stories about them, and so on. --> **determine psychosis in others and protect themselves from psychosis** @Arjang, Jassem, Sina, Ali )

psychological assault by parent upon the child (reflected in the child's earliest delusion) [--> meeting child's own defensive and aggressive requirements to avoid psychosis] ==> schizophrenia (symbiotic relatedness --> within an dependence-independence schizophrenic struggle the patient's belief is that if he should improve and become well in the normal sense [if he becomes an individual by separating himself psychologically from her], his mother would become psychotic)
(--Sina--> [*]adulthood: not getting crazy by others [people, pasts, events, objects, etc.] while connecting with them ~ #my definition of storytelling http://ajayeb.net/?q=figuring+out+how+to+inherit)
(a psychodynamic:) ‘desire for individuation ==> drive the mother crazy’ ~ ‘kill the parent ==> really grow up’


Searles's notion of “tends to drive him crazy” (~ schizophrenic) : the initiating of any kind of interpersonal interaction which tends to foster emotional conflict in the other person--which tends to activate various areas of his personality in opposition to one another


maintenance of a functioning ego

•inexperienced or unconsciously sadistic analyst (who makes *premature interpretations*) ==> drive the patient psychotic (weaken the patient's ego to gradually assimilate previously repressed material...)
•stimulate the other person sexually (in a setting where gratification is impossible--for example to behave in a seductive way toward the child) ==> conflict (between sexual needs on the one hand, and rigorous super-ego retaliations)

parental double bind
**simultaneous or rapidly alternating stimulation-and-frustration of other needs** ==Searles==> a disintegrating effect
**chronic pleas for sympathy** --> child's desire and felt-duty to be helpful

Jassem/Sina typically engaging the other in some politico-philosophical debate, in which he talks with machine-gun rapidity expressing himself with a virile kind of forceful, businesslike vigour (while the other feels quite strongly urged to argue some of these points with him, though not being given a chance to say much), while he strolls about on his mobile phone and posing himself physically irrelevant to the other --> when in-fronted with Jassem or Sina, one feels strange (losing your mind, feeling like an insecure child *engaged in such a broadly divided interrelatedness with a parent*) while that feeling appears as simply a ‘crazy’ product of one's own imagination

(is non-verbal interaction always sexual?)

nonsequitur (a typical schizophrenic technique)

(to get free from) the delusion that you had had not one mother but many different ones

a continual unexpected switching from one conversational topic to another without any marked shift in feeling-content is in itself a mode of interpersonal participation which can have a significantly disintegrating effect upon the other person's psychological functioning --> a remark for me in my lecture-performances, i can't cause disintegration on other people's thinking for the sake of art --> *to undermine the other person's confidence in the reliability of their own emotional reactions and of their own perception of outer reality* ==> de-maintain grasp on reality <-- (often) artist's failure to develop **adequate reality testing**
-the artist is not allowed to make the audience crazy!!?? @Jassem, Dominguez's “mental cruelty”

techniques of undermining of ego-functioning (in the form of: deliberate experiments in the service of totalitarian political ideologies, cultural undercurrents in present-day democratic societies, and in the lives of the schizophrenic)

-what are the effects of your work on other's ability of participation in life?

Searles: effort to drive the other person crazy can be motivated predominantly by a desire to externalize the threatening craziness in oneself
(-artists do that?)

*introjected crazy parent* (==> predominance of the one's own irrational and cripplingly powerful superego)
(parents, crazy or not crazy, are always introjected[?])


love and solicitude (in mother-child relatedness) ==> impel the child to collaborate with mother in this pathological integration
-child loves her mother so deeply that he sacrifices his own developing individuality to the symbiosis necessary to her personality-functioning


Foad's psychology: bringing upon himself any catastrophe which is sensed as being inevitable, in his effort to diminish intolerable feelings of helplessness and suspense in the face of it


(parents who are not sufficiently openly psychotic ==> child secret knowledge of parent's craziness -->) child's transference phenomena --> always one or another of the parents was “a little crazy”
[+ not to mention that one strugghng against a developing psychosis will project his or her own threatening ‘craziness’ on to one or another parent]


desire to find a soul-mate to assuage unbearable loneliness <-- a parental motive reflected in child's fanatical loyalty to the parent
(the very lonely person who hungers for someone to share her or his private emotional experiences and distorted views of the world) --> “tried out” her paranoid ideas on him (!!**)
[==> chronic schizophrenia]

our immediately and vividly real parent-image ==> a libidinally cathected reality

(to get free from) our magically ‘close,’ magically ‘mutually understanding,’ two-against-the-world relatedness with the parent

infantile-omnipotent relatedness between:
•the ‘sickest’ least mature areas of the parent's personality
•the patient's personality
==Searles==> obstacle to the patient's becoming well

transference development: therapist inevitably becomes deeply immersed in the subjective experience of magical closeness and shared omnipotence with the patient

(offered to the patient in childhood by the parent:) the *lure* to share the delights of being ‘crazy’ along with the parent


or:
(?Jassem or Sina's motive and genuine effort of) making the other person crazy (~ to weaken their personal integration ~ to diminish the area of ego's competency) <~/?=> *making the other person present* (Martin Buber) --> fostering of the other person's intra-personal and interpersonal integration or self-realization, (an effort to) to help the other person [seen as a child to become mature?] toward better integration ~ love

[for Guattari, the problem is not to reach an integrated ego, but to constantly change the composition ==> to unblock the situation (reactive assemblages causing paranoia) ==> to be able to do something else ~=> to become someone else]
[how to learn your way out of philosophy as philosopher ~= *to apprehend what you know* in a creative way]

loving relatedness --> responding to the wholeness of the other person (relating to a small child or to a psychiatrically ill adult, and so on)

}--> (which is fundamentally) a parental disposition [and the offspring might represent a miscarriage of the parent's wish]
-the problem is that you cannot always know the precise ego-capacities of the other person
-your interventions could be ill-timed or ill-attuned ==> disintegrating effect


questions regarding the processes of feedbacking in apass: to help the other person (not to become aware of truth about themselves or their work, rather) to construct figures about themselves and their relationships with others, figures which could provide the basis for rapid ego-growth and personality-integration. but sometimes it is too fast, the ego regresses, and it becomes an experience of developing psychosis

pathological defense:
•delusions
•hallucinations
•depersonalization
•

skilfully dosed and skilfully timed increments in psychotherapeutic participation [such as premature interpretations demanded usually in feedback sessions] ==> opposite effects (rather than an integrating effect upon the artist researcher)


the schizophrenic patient's individuality resides partly in his symptoms
(Searles > Szalita-Pemow)


?gratifications in the ‘crazy’ symbiotic mode of relatedness (despite the anxiety- and frustration-engendering aspects that it offers)

earlier struggle between child and parent to drive each other crazy --> evolving transference of the patient-therapist relationship --> to crack each other


the economy *feelings of confusion and unreality* for iranians, in public political realm of state and individual symbiosis, as well as intersubjective early childhood and parent symbiosis --> the ways it enters cultural imaginary and artistic expressiveness --> *how and why iranian artists often try to make their audience crazy* [-and myself included, check Sina lecture's chaotic verbalizations of delusional materials --> jouissance of disorganization]
-(in my lectures) am i externalizing my psychosis? [~ romantic]

(mother repeatedly commanding the child ‘Now, think!’ [~ to perceive the secret] ==>) threatened, mistrustful, isolated self ==> finding hidden meanings + sarcastic response [~=> unnerving the other]

small children exposed to unfamiliar and complex situations ==> often experience of ‘you are crazy!’


modern culture of obsessive-compulsive character traits as orderliness, competitiveness, intellectualization ==> obsessive-compulsive type of basic personality structure (is made very common among artists, people who are busy one way or another with analysis and psyche of the other) ==> **reaction formation** (which is one of the major defense mechanisms of the obsessive-compulsive) ~= long-repressed desires **to dismember the personality-structure of other persons**
[obsessive-compulsive personality type is very common in expertise societies: tavahosh-e takhasos, clean (+ “contaminated” things), one is deeply immersed in research, mental control, not wasting time, adherence to routines/rituals, washers, checkers, impairment in formulating an organizational strategy, etc. ==> cognitive inhibition, or violent disinhibition]

wishes to foster personality-disintegration in other persons + genuine and powerful interests in helping them <-- how is this possible?!
-Searles suggests that the desires to drive the other person crazy are a part of (the limitlessly varied personality-constellation of) emotionally healthy human beings


feelings of infantile satisfaction & omnipotent-mother fantasies

recrudescence of symbiotic techniques

the [same] sensation of being driven utterly mad by the impossible object [patient, economy, system, self, world, love object, etc.] --> symbiotic relatedness (development of symbiotic reciprocal dependency)

(@apass, the tale we say in artistic research environment:) critical feedback = 'making ill’ of one another, is an effective forms of opening up anxieties which can be interpreted and worked through ==> to become independent (integration) and to leave
}=/={ to acknowlede our highly immature and ‘sick’ but deeply gratifying symbiotic mode of relatedness with the other (disintegration) (in Searles's terms: our efforts in keeping the other person crazy)

*how can we develop *untherapeutic techniques* of critical relatedness?
*how can we face our own conflict between desires to help (the student to become better integrated, that is more mature and healthy) and desires to destroy (the student in the state of poor integration)? --> schizophrenic conditions of artistic feedback

...................................

مماس
schizophrenia: (a general understanding of all) content-thought disorder (=/= form of thought)
*the disease of cognitive abnormality : abnormal sequential thinking*
*tangential thinking*
•disorganised thinking ==> disorganised speech
•mood disorders
•dementia
•mania
•clanging (situationally inappropriate association of words based upon sound rather than concepts)
•echolalia (unsolicited repetition of vocalizations made by another person)
•[*]tangentiality: deviation from relevancy; wandering train of thought, lack of focus, never returning to the initial topic --> *topic maintenance*
◦self-centered social responses
◦attention to one's own speech is overcome during the occurrence of cognition ==> evasive vocalized content


(language use”)
referential (for the sake of context)
poetic (for the sake of message)
emotive (for the sake of addresser)
conative (for the sake of addressee)
pathic (for the sake of interaction)
metalingual (for the sake of itself)

...................................

-the concept of “wearing” from Alberti (prehispanic South America)
-the concept of “mask” from Mohaghegh (postmodern Middle East)
-the concept of “style” from Archer (post-industrial Britain)
[these theories are very helpful for me and import-rich for reimagining subjectivity. Alberti committed to anthropology, Mohaghegh to the philosophical, Archer to sociology]

...................................

slave: a person attached by law and by custom to the identity of another individual --> ‘social death’ of slavery (as legal nonperson ==> alienation) [in academic literature comparative study of slavery], slavery as a substitute for death in war
--shift--> (the concept that) slaves might influence the tastes, the language, the actions, and even the ideas of their masters

acknowledgement of presence =/= significance in relation to history

(A. Lee on) the African dimension of the genesis of the Babi religion
((oral sources for) the recovery of) subaltern histories in Iran [erased from historical memory]
--> deep resentment of “the presence in Iran of an ‘Other’ that does not conform to the imagined Iranian Self”
unblemished national selfhood
purity fetishism of... <== *purity deeply rooted in religion* [?]

...................................

(issues) politics of liberation:
•that liberal democracy requires common basis for culture and society
•identity politics:
◦“the most profound and potentially most radical politics come directly out of our own identity, as opposed to working to end somebody else's oppression” (Eisenstein)
◦invites people to stay in, to look inward, to obsess over the body and the self, to surround themselves with a moral forcefield to protect their worldview
◦a particular identity is opposing all people who belong to a particular identity
◦naming and claiming lived experience, and the authority arising from that
◦[no more?] sexual orientation (that it is now only about disrupting the mainstream)
◦(in the context of cultural negotiations) *strategic essentialism*: (despise strong differences in members of) minorities to temporarily “essentialize” themselves (forward their group identity) in a simplified way to achieve certain goals, to use hegemonic discourses to reform the understanding of “universal” goals
◦class-based politics are identity politics
◦to bring people together based on a shared aspect of their identity --> fail to examine differences among themselves

*solidarity does not require identification, but a willful act of alliance*

...................................

سپردن کتاب به حرق و غسل
ضعیفه دانا

(for Attar:)
حال =/= حفظ
کار =/= قال
عیان =/= بیان
اسرار =/= تکرار
علم لدنی =/= علم کسبی
جوشیدن =/= کوشیدن
حال + کار ==> سخن
حفظ + قال ==> سخن

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