ABSTRACT
Knowledge is a means to pleasure or jouissance according to Lacan. In this chapter I will investigate the relationship between knowledge, jouissance and creativity. Further, I will attempt to discover more about the interplay between conscious and unconscious knowledge. To do so I will discuss Lacan’s four discourses: the Master’s discourse, the Hysteric’s discourse, the University discourse and the Analyst’s discourse (Lacan 1969-1970, 1972-1973). In these Lacan’s pedagogic oeuvre is mapped out in the shape of four mathematical formulae along with two schedules. The latter are meant to be superimposed over the former to expand their explanatory capacity. The mathematical formulae are a typical example of Lacan’s creative methodologies. However, as these normally appeal only to those well versed in mathematics (and can be experienced as quite off-putting by those who are not) I shall proceed to discuss their contents before introducing them in symbolic form.
