Anxiety 97 Jacques Lacan

Anxiety 97

Jacques Lacan
雅克 拉康

THE SEMINAR OF JACQUES LACAN
BOOK X
雅克、拉康研討會第十冊

ANXIETY 論焦慮

1962 – 1963
Seminar 14: Wednesday 13 March 1963

and then, in this connection, he amused himself by recognising that, if I am not mistaken, in Russian as in French, the negation described as expletive, the one on which I put such a stress, because I find in it nothing less than the signifying trace in the sentence of what I call the subject of enunciating, as distinct from the subject of the enunciation, that in Russian also, there is the affirmative sentence, I mean the sentence which designates in the affirmative, the object of my fear, what I fear, it is not that it should not come, it is that it should come, and I say: that it will come (qu’il ne vienne), where I find myself confirmed by Russian, in saying that it is not enough to qualify this expletive ne as discordant, namely to mark the discordance that there is between my fear: since I am afraid that it will come, I hope that it will not come.

在這一方面,他自得其樂地認出,被描述為附加詞的否定,(假如我沒有搞錯,在俄文跟法文裏),我如此強調的這個否定詞,因為我在裏面發現的,道道地地就是意符的痕跡,在我所謂的生命的主體所要表達的句子裏,截然不同於表達它的生命的主體。在俄文,也有肯定的句子。我的意思是以肯定句指明的句子,我的恐懼的客體,我所恐懼的東西,並不是這個恐懼的東西不應該來,我是說,它應該來,而且它也會來。在那裏,我發現自己被俄文所證實,當我說,光是將這個附加詞定義為不協調是不足夠的。換句話說,為了標示這個不協調,在我的恐懼之間的不協調,因為我恐懼它會來,而我希望它將不會來。

Well then, it seems that in Russian we see this with still more specificity – and this qoes in the direction of the value that I give this expletive ne – namely that it is indeed the subject of enunciating as such that it represents and not simply his feeling; for if again I understood correctly a little earlier, discordance in Russian is already indicated by a special nuance, namely that the ZT06 which is there is already in itself a “that not, que ne”, but marked by a different nuance.

嗯,似乎在俄文,我們看待這個會更加明確些。這可以朝向我給予這個附加的雙重否定的價值。換句話說,這確實就是它所代表的表達本身的生命的主體,不僅僅是他的感覺。再重複一遍,假如我早先理解得沒錯,俄文的不協調已經從一個特別的細微差別顯現出來。換句話說,這個 ZT06,在那裏,本身已經是一種「並非沒有」,但是標示細微的差別。

If I correctly understood Smirnoff, the b which distinguishes this “2.TQ& from the simple “that” of the Z.T0 in the second sentence, opens, indicates a nuance of the verb, a sort of conditional aspect, in such a way that this discordance is already marked at the level of the letter £> that you see here. Which does not prevent the ne of negation, which is still more expletive therefore, from the simple point of view of the signified, functioning all the same in Russian as in French leaving open then the question of its (3) interpretation and I have just said how I resolve it. There we are!

假如我正確地理解史沫諾夫,這個b 不同於這個”2.TQ&”,就在第二個句子Z.T0 的那個“ that” 。它開放,指示這個動詞的細微差別。這是一種條件句,以這種方式表達,這個不協調已經被標示在字母 “£>” 你們在此所看到的。這並沒有阻擋否定的這個「並非沒有」,因此它依舊是一種附加詞。從意旨的簡單的觀點來說,在俄文跟法文一樣,仍然有它的功用。它將它的解釋的問題攤開。我剛剛說過,我如何解決它。這就是我們的處境!

And now how am I going to get into today’s material? I will say that this morning, remarkably enough, thinking about what I was going to produce here, I started all of a sudden to evoke the time when one of my most intelligent analysands – there are still some of those – insistently posed me the question: “What can be driving you that makes you go to all this trouble to tell them that?”

現在,我要如何來談論今天的材料呢?我將會說,今天早上,顯而易見的,當我正在思考我要在這裏講些什麼時,我突然開始聯想到有一次,有一位我最聰明的個案物件之一,(那時,我依舊有一些個案物件)。他不斷地跟我提出這個問題:「是什麼在驅使著你,使你願意費心來告訴他們那件事情?」

It was in the arid years when linguistics, indeed the calculus of probabilities, had some place here.

那是語言學剛剛有些地位的開始階段,那確實是機率的微積分。

In other words, I told myself that after all, it was not a bad angle either for introducing the desire of the analyst to recall that there is also a question of the desire of the teacher (1’enseignant).

換句話說,我告訴我自己說:畢竟,介紹精神分析師的欲望,有何不可?讓我們記住,這裏也有老師的欲望的問題存在。

I will not give you the word here and for good reasons. But it is striking that when, through a hint of culpability that I experience at the level of what one could call human tenderness, I think of the tranquillities that I am striving for, I am very ready to put forward the excuse – you saw it being highlighted on several occasions – that for example I would not be teaching if the split had not happened.

我在此將不會給你們這個字,理由很充份。但是耐人尋味的是,透過我所經驗到底罪惡感的暗示,在我們所謂的人性慈悲的層次,我想到我正在追求的寧靜安詳,我準備提出這個藉口。(你們曾經在好幾個場合,看到它被強調。)例如,若非是分裂發生,我不會這樣教導。

But it is not true. But, indeed, obviously, I would have liked
to devote myself to more limited, more intermittent work; but
fundamentally that does not change anything.

但是這並非是事實。確實,顯而易見的,我本來想要專心一意地從事更加專業性,更加週期性的工作,但是基本上,情況不會有多大變化。

In short the fact that one can pose the question of the desire of the teacher to someone is the sign I would say, as Monsieur de La Palisse would say, that the question exists; it is also the sign that there is a teaching. But this introduces us when all is said and done to this curious remark that, where one does not pose the question, it is because there is a professor.

總之,我們能夠對某個人,提出老師的欲望的問題,是我想要說的跡象。如同帕立謝先生所說,這個問題確實存在。這也是教學存在的跡象。但是當一切都說都做了,這件事跟我們介紹這個耐人尋味的談話:有些地方,我們不問這個問題,因為教授在那裏。

The professor exists every time the response to this question is, as I might say, written, written in his appearance or in his behaviour, in this sort of conditioning that one can situate at the level of what, in short, in analysis we call the preconscious, namely of something that one can make emerge, wherever it comes from, from institutions or even from what are called his penchants.

教授存在那裏,每當對於這個問題的回答被寫下,寫在他的外表上,或是他的行為上,以這種制約的方式,總之,我們能夠將它定位在精神分析學所謂的前意識的層次。換句話說,某件我們能夠讓它出現的東西,無論它來自哪里,來自體制,甚至來自所謂的人的習性。

At this level it is not useless to see then that the professor is defined as the one who teaches about teachings, in other words: he carves up teachings. If this truth were better known, that what is involved in fact at the level of the professor is something analogous to a collage, if this truth were better known (4) it would allow them to do it with more consummate art, which precisely the collage which has taken its meaning through a work of art shows us the way to.

在這個層次,這並非沒有用途,讓我們看出教授的定義是:為了教書而教學的人。換句話說,孜孜從事教學。假如這個真理被宣揚開來,在教授的層次,事實上所牽涉到的,是某件類似學術拼貼的東西。假如這個真理被宣揚開來,他們所做的是使它更精益求精。確實就是這種從藝術作品獲得意義的學術拼貼,引導我們走到這裏。

Namely if they made their collage in a way that is less concerned about fitting together, less restrained, they would have some chance of ending up at the very result that collage aims at, of evoking properly speaking this lack which gives all its value to the figurative work itself, when it succeeds of course. Along this path therefore they would manage to connect up with the proper effect of what is precisely a teaching.

換句話說,假如他們從事這種學術拼貼,關心的不僅是拼湊在一起,比較不受約束,他們還是會有機會到達學術拼貼所要到達的目標。適當地說,他們會召喚這個「欠缺」,賦予所有的價值,給象徵性的工作本身。當然,目標成功地到達。因此,沿著這條途徑,他們將會成功地跟教學的確實目標,達成一致。

陳春雄譯
32hsiung@pchome.com.tw

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