chapter
14 Pages

Introduction: Deadlocks in the critique of psychologisation

A scene from the past: a pupil is daydreaming behind his desk. The teacher shouts his name; first name and surname. How many times has he already had to do this today? Now he shouts only the surname. He throws a piece of chalk at the pupil. Startled the pupil looks up and hears the teacher say: write me the school rules five times over and report immediately to the prefect’s office. The same scene today: the daydreaming pupil is now seated in the circle. It is circle time, the teacher talks about the shooting of yesterday in a school in the capital. Carefully he follows the procedure devised by experts. He opens the educational box and asks: could you tell the group how you feel about it? The daydreaming pupil is not aware that the teacher holds out four masks to him: happy, sad, frightened or angry. The teacher repeats the question, pronouncing the first name of the pupil each time a little louder. After lunch break the school psychologist enters the class: would you mind joining me in my office? If the old-time discipline did not leave you much space to breathe, now the therapeutic zeal is claiming even the refuge of your inner thoughts.