Ex cathedra : Teaching, transference and knowledge 1

This paper explores the ex cathedra effect in psychoanalysis. It starts with the impact of the analyst's chair (cathedra) on the ‘knowledge’ derived from the analytic exchange–in particular, the structural alignment between the analyst and the client, and the ex cathedra authority transferred to analytic interpretations. It is argued that this authority–and the compulsion to ‘know’ that underlies it–is inevitably subverted by the unconscious processes it attempts to capture (through knowledge), in particular by transference, whose embossed and hollowed out forms, and various contusive elaborations (the bezoaric, caddis, karaoke and medusa effects), vitiate the linearity and closure of a set cognitive system (knowledge). The paper then moves on to examine how this ex cathedra effect has impacted on teaching–the transferral of this knowledge in trainings, notably in universities, where psychoanalysis has become a ‘discipline’, and how transference effects have inevitably and variously subverted (some may say corrupted) the teaching process. In particular, it suggests that the academic validation of clinical trainings hides an ex cathedra dogmatism–a pretence of formal knowledge and critical assessment which forecloses creative engagement with the unconscious.