ABSTRACT
Teachers demonstrate tendencies towards what Lacan (1998) identifies as the inherent and preliminary (interpretive) nature of being. This can be defined as the manner in which teachers encounter desire and how they grasp it and are unconsciously owned and transformed by the desire in discourses (cf. Chapter 7). This can be described as the “theory”, phenomenon, or attitude of desire in practice. It is imperative to recognise that this hermeneutical and phenomenological phenomenon highlights the limitations of our and the teachers' (in)ability to adopt a de-centred perspective, grasp meaning, and comprehend each other. When the education of enjoyment and desire is situated within the teacher as a subject, it must be acknowledged that this process is not terminated in a systematic manner from within. Rather, it is initiated anew each time. It thus follows that it is impossible to develop a systematic, prescriptive, comprehensive, unquestionable, and fully coherent education and practice for the teacher.
