By Louise Forsyth
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Additional info for A Teacher's Guide to Imperialism: A History in Documents (Pages from History)
An almost sure indicator that one is dealing with ungrounded manic creative energy is that, when questioned about the environmental impact of such unrestrained creativity, the creativity promoter blithely asserts that this is the sort of problem that will be solved by creatively inventing sustainable technological solutions. It is virtually never stated that the creative talent will invent new social solutions to the problem of manufactured desire. Is the renewed emphasis on creativity an attempt to revert to an earlier stage in the development of art education curriculum?
To answer this is to identify how it is that transcendentalism as a philosophy informs capitalism through desire as lack. This was the position of Hegel and adopted by Lacan. The Lacanian psychoanalytic position reveals how a transcendental desire circulates in capitalism, as exposed by the oeuvre of Žižek. The lack within desire presents an unobtainable transcendent object as an absolute Idea (the Good Life, Unconditional Power, Wealth, all-Knowing). Such ontological desire is directed at our incompleteness, or our ‘lack of being’.
Such ontological desire is directed at our incompleteness, or our ‘lack of being’. Desire then is to fulfil the lack of our being so that it coincides with a more fulfilling life: a healthy beautiful body, the order of the Good, to be number one at one’s profession, and so on. Since this is an ‘impossible’ desire, one is saddled with disappointment, suffering and a ‘tragic’ vision of life. You never quite ‘get there’. What is possible is the pleasure of satisfaction that arrests the desire temporarily before it wells up yet again.
A Teacher's Guide to Imperialism: A History in Documents (Pages from History) by Louise Forsyth