Importantly, much of Felman's reflection on psychoanalysis and education, lingers on the pedagogical dimension of educational practice, the practices and navigations of relations through which whatever ‘dispositions toward learning that might be developed' might unfold, and that this has implications for what we might think of as the modes of intelligibility through which we come to know self, other and world.
When she says:
"To learn something from psychoanalysis is a very different thing than to learn something about it: it means that psychoanalysis is not a simple object of the teaching but its subject."74
Consider and discuss some ways in which Felman's approach to questions of knowledge, ignorance and dialogue in this essay define what she sees as the challenge or promise at hand.