In a majority of cases observed in classrooms over the last several decades, what has gone by the name “discussion” is not discussion, but rather an interaction better known as recitation. If one sees this phenomenon as a problem, then an aspect of its resolution must be theoretical (as opposed to empirical or pedagogical): What series of conceptual terms might we adopt such that recitation does not pass for discussion? Such a theoretical response would have to address internal and external, or subjective and intersubjective, phenomena to describe what it means to participate in an interaction like discussion or recitation. Next the theory would have to explain the differences between interactions such as discussion and recitation in robust terms. Finally, these robust differences would have to prevent the “mistaking” of discussion for recitation, and vice versa. David Backer sets out to accomplish these three goals in the following essay. The theory he builds relies on a distinction between two psychological-affective states: dehiscence and melancholia. Backer argues that recitation forms a mass through melancholic introjection of a single object, while discussion forms a group that dehiscently introjects no particular object at all. The chief finding of this essay is that viewing discussion and recitation through the mass-psychological lens offers a new way to examine what kind of relations of influence and power form during classroom discourse and, specifically, the political significance of those discourses.

中文翻译：

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课堂话语的大众心理

在过去的几十年中，在课堂上观察到的大多数情况下，“讨论”的名称不是讨论，而是一种互动，即众所周知的朗诵。如果有人将这种现象视为问题，那么其解决方案的一个方面必须是理论上的（与经验或教学论相对）：我们可以采用哪些系列的概念性术语，使背诵不会通过讨论？这种理论上的回应必须解决内部和外部，主观和主体间的现象，以描述参与诸如讨论或朗诵之类的互动意味着什么。接下来，该理论将必须以健壮的术语来解释交互作用（例如讨论和背诵）之间的差异。最后，这些强大的差异将必须防止讨论“背诵”为背诵，反之亦然。David Backer在下一篇文章中着手实现这三个目标。他建立的理论依赖于两种心理情感状态之间的区别：开裂和忧郁症。Backer认为，背诵是通过忧郁地注入单个对象而形成的，而讨论形成的是一组开裂地根本没有注入特定对象的群体。本文的主要发现是，通过大众心理学的视角来观察讨论和朗诵提供了一种新的方式来检验课堂话语中的影响力和权力形式之间的关系，尤其是这些话语的政治意义。开裂和忧郁症。Backer认为，背诵是通过忧郁地注入单个物体而形成的，而讨论形成的是一群人开裂地根本没有注入特定的物体。本文的主要发现是，通过大众心理学的视角来观察讨论和朗诵提供了一种新的方式来检验课堂话语中的影响力和权力形式之间的关系，尤其是这些话语的政治意义。开裂和忧郁症。Backer认为，背诵是通过忧郁地注入单个物体而形成的，而讨论形成的是一群人开裂地根本没有注入特定的物体。本文的主要发现是，通过大众心理学的视角来观察讨论和朗诵提供了一种新的方式来检验课堂话语中的影响力和权力形式之间的关系，尤其是这些话语的政治意义。