In his "Écrits," Jacques Lacan evokes the figure of St. John the Baptist with a raised finger that points, though we do not know to where it compels us: "What silence must the analyst now impose upon himself if he is to make out, rising from this bog, the raised finger of Leonardo's 'St. John the Baptist, ' if interpretation is to find anew the forsaken horizon of being in which its elusive virtue must be deployed." This is a clinical inquiry that psychoanalysis still pursues today: what is the direction of an interpretation, what is its aim, as we already recognize the impasses of the endless generation of meaning that can stagnate psychoanalysis? The "Aims of Analysis" explores the use of the "aim" to approach the clinical implications of the later work of French psychoanalyst, Jacques Lacan. Through a close reading of key concepts from the later Seminars of Lacan, the work of Jacques-Alain Miller, and other contemporary psychoanalysts of the Lacanian orientation, Thomas Svolos demonstrates how psychoanalysis today is practiced beyond the normative conventions of the Oedipus Complex. Svolos writes about his own experience in analysis and the experiences of "Analysts of the School" who have given "testimonies of the Pass." In the Schools of the World Association of Psychoanalysis, Analysts of the School are those analysands who have given testimony to the end of their own analysis. It is a specific dispositif developed by Lacan aimed directly at how knowledge in psychoanalysis may be transmitted. Svolos originally delivered this Seminar in Miami in October 2019 for the Lacanian Compass, a group of the New Lacanian School dedicated to the development and promotion of the Lacanian orientation of psychoanalysis in the United States. The text-published by Midden Press, the publishing house of Lacanian Compass-is intended for clinicians, psychoanalysts, and readers of psychoanalytic theory of all backgrounds. Visit https: //www.lacaniancompass.com/midden-press for more information.

Besides presenting a concise history of psychoanalysis, its conflicts and developments, the authors set out a theory about its aims which raises important points for the clinician interested in researching his or her practice.

Here international philosophers of education explore and question diverse strains of the liberal tradition, discussing not only autonomy but other key issues such as: * social justice * national identity * curriculum * critical thinking * social practices. The contributors write from a variety of standpoints, offering many interpretations of what liberalism might mean in educational terms.

Science is the study of our world, as it is in its messy reality. Nonetheless, science requires idealization to function—if we are to attempt to understand the world, we have to find ways to reduce its complexity. Idealization and the Aims of Science shows just how crucial idealization is to science and why it matters. Beginning with the acknowledgment of our status as limited human agents trying to make sense of an exceedingly complex world, Angela Potochnik moves on to explain how science aims to depict and make use of causal patterns—a project that makes essential use of idealization. She offers case studies from a number of branches of science to demonstrate the ubiquity of idealization, shows how causal patterns are used to develop scientific explanations, and describes how the necessarily imperfect connection between science and truth leads to researchers’ values influencing their findings. The resulting book is a tour de force, a synthesis of the study of idealization that also offers countless new insights and avenues for future exploration.

A work on what the aims of education should be since Whitehead's Aims of Education of 1929. It draws on material from schools and colleges, and also from the broader educative or miseducative nature of the 'ethos' of society and some of its major institutions.