The focus of my teaching is a „science of science“-view on psychoanalysis. This includes historizing psychoanalysis, not in the sense of writing its history but to place psychoanalysis into the context of historical changes and position it within the network of other sciences. My hero(ine)s in epistemology are Ludwik Fleck, Bruno Latour, Karin Knorr-Cetina, Lydia Marinelli, Isabelle Stengers, Hans-Jörg Rheinberger, Lorraine Daston ... –
I teach module 1 (lecture and seminar) and 8 (lecture). Module 1 and 8 can hardly be separated. They both deal with the question of how psychoanalysis was invented and how it came to create epistemic objects of its own. Another topic is the question of subjectivity: How does psychoanalysis relate to different concept of subjectivity? This is what I mean when I say that I am teaching „history and epistemology of psychoanalysis“.
I am working on a book on psychiatric diagnoses (to be published with Schattauer Verlag in 2020) and doing research on the question of how the diagnosis of autism will change under the influence of AI and social media.
Three Questions, Three Answers
What can students learn from you personally?
First, that thinking does not make you sad, as Georges Steiner suggests, on the contrary, it can make you happy. And second, that one should use psychoanalysis to criticize normativity and not to create a new one.
What is it about psychoanalysis and psychology that excites you?
The contrast bath of de- and reconstruction. Like playing Lego®.
Do you have a motto on life or a favourite quote?
"I don't feel that it is necessary to know exactly what I am. The main interest in life and work is to become someone else that you were not in the beginning. (Michel Foucault)