The progressive language of growth and development that informs our shared ideal of the educated subject also informs the curricular structure of schooling, in which new learning builds upon established knowledge and students' development depends upon their desire to take on those identities associated with various achievements of knowledge. Each re-creation of the student's identity requires a new production of the student's former identity as an uneducated self — a negative statement of the self-overcome, fashioned in the language of the curriculum. But what of those objects of attachment or aspects of the child's identity that can neither be integrated in the student's educated identity nor accounted for as a recognizable lost object of childhood? In this essay James Stillwaggon argues that considering the student subject in terms of its melancholic attachments offers some alternatives to thinking of student identity primarily in terms of its progressive learning function. Julia Kristeva's treatment of melancholia as “asymbolia,” or against the representational function of language, is especially significant to this discussion, as it highlights the melancholic's resistance to the most basic educational purpose, namely the further engagement of the subject in language.

中文翻译：

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“无法抗拒的丰满幻想”：忧郁症和对教育变革的抵制

成长和发展的进步语言为我们教育主题的共同理想提供了信息，也为学校的课程结构提供了信息，在这种结构中，新的学习建立在既有知识的基础上，学生的发展取决于他们对与各种成就相关的认同的渴望。知识。每次重新创建学生的身份，都需要重新生产学生以前的身份，作为未经教育的自我，这是对自我克服的否定陈述，以课程语言表达。但是，这些依恋对象或孩子身份的哪些方面不能融入学生 受过教育的身份，还是不能将其视为儿童期可识别的迷失对象？詹姆士·斯蒂尔瓦冈在本文中认为，从忧郁症依恋角度考虑学生主体，可以从逐步学习功能的角度出发，为学生身份的思考提供一些选择。朱莉娅·克里斯蒂娃（Julia Kristeva）将忧郁症视为“无症状症”或反对语言的表征功能，对本次讨论特别重要，因为它突出了忧郁症患者对最基本的教育目的的抵制，即该主题进一步介入语言。