從拉岡精神分析重探視覺藝術教育的新可能

Re-examining Alternative Possibilities for Visual Arts Education through Lacanian Psychoanalysis

拉岡的精神分析理論以其對主體性、語言與無意識的重構，不僅重塑了傳統精神分析學的認識論視野，更在人文社會科學領域激發出持續的批判能量。本研究旨在系統質疑心理學對人類意識與認知機能的理解，並以此切入視覺藝術教育中潛藏的主體性困境。為開展論述，本文分四個部分推進：首先，取徑拉岡解構心理學的主體預設，延伸討論教育心理學對主體學習心理的誤讀；其次，藉拉岡「意義不可能性」與「慾望不可能性」命題，揭示教育心理學面臨的倫理困境，並剖析該困境如何體現为藝術教育「創意表達」範式；再者，透過拉岡「癥狀」與「隱喻」理論工具，尋求藝術教育實踐中的「可能性」與「出口」；末以藝術教育案例為參照，分析拉岡式主體理念與癥狀思想如何具現為教育現場的實踐方案。
透過將拉岡的「反心理學」（anti-psychology）立場導入心理學及教育心理學批判，本研究揭示「心理主義」（psychologism）對主體分裂本質的遮蔽效應，及其對視覺藝術教育倫理維度的消解。在此基礎上，本文提出拉岡理論為藝術教育提供的新可能―癥狀式藝術教育學的抵抗路徑。

Lacan’s psychoanalytic theory, with its revolutionary reconfiguration of subjectivity, language, and the unconscious, has not only reshaped the epistemological boundaries of psychoanalysis but also ignited sustained critical energy across the humanities and social sciences. This study aims to systematically interrogate psychology’s understanding of human consciousness and cognitive mechanisms, thereby intervening in the hidden subjective dilemmas within visual arts education. To advance this inquiry, the paper is divided into four parts:
First, adopting Lacan’s deconstruction of psychological presuppositions of the subject, it extends the critique to educational psychology’s misinterpretation of the psyche.
Second, through Lacan’s propositions on the“impossibility of meaning”and the“impossibility of desire”, it attempts to unveil the ethical dilemmas confronting educational psychology and examines how these dilemmas manifest in the pedagogical paradigm of“creative expression”in art education.
Third, employing Lacan’s theoretical tools of“symptom”and“metaphor”, it seeks“possibilities”and“avenues”for art education practices; finally, referencing acase study in art education, it analyzes how Lacanian concepts and symptomal thinking exert practical efficacy in concrete contexts.
By integrating Lacan’s“anti-psychology”stance into critiques of psychology and educational psychology, this study exposes how“psychologism”obscures the split nature of the subject and dissolves the ethical dimensions of visual arts education. Building on this, the paper proposes anew possibility offered by Lacanian theory for art education: aresistance pathway grounded in symptomal art pedagogy.