? ? ? ?受我校“国家外专项目校内培育项目”资助，2025年7月21-24日，以色列特拉维夫大学伊迪特·阿尔范德利（Idit Alphandary）博士将为我校师生作世界文学及比较文学英文系列讲座：

? ? ? ?系列讲座主题：世界文学及比较文学World Literature and Comparative Literature

? ? ? ?主讲人：Dr. Idit Alphandary, Tel Aviv University
? ? ? ?主讲人简介：Dr. Idit Alphandary（伊迪特·阿尔范德利），耶鲁大学博士、以色列特拉维夫大学人文学院和艺术学院高级讲师。研究方向为世界文学及比较文学。出版专著1部，发表学术论文10余篇。
? ? ? ?Dr. Idit Alphandary earned her Ph.D. from Yale University and is now a senior lecturer at the Faculty of Humanities and Arts at Tel Aviv University in Israel. Her research focuses on world literature and comparative literature. She has published a monograph and over 10 academic papers.

? ? ? ?讲座时间与各讲题目：
? ? ? ?2025-08-06：上午10：00-11：30，引言：信任、背叛和去域化Introduction: Trust, Betrayal, and Deterritorialization
? ? ? ?正心508

? ? ? ?2025-08-06：上午10：00-11：30，信任、背叛和横向性：疏散期间的群体主体Trust, Betrayal, and Transversality: Group-subjects During Evacuation
? ? ? ?正心508

? ? ? ?2025-08-06：上午10：00-11：30，通过内卷形成Becoming Through Involution
? ? ? ?正心508

? ? ? ?2025-08-06：上午10：00-11：30，日常的记忆：使用案例历史、纪录片和照片访问欲望的历史Memories of the Everyday: Accessing the History of Desire Using Case Histories, Documentary Footage, and Photographs
? ? ? ?正心508

? ? ? ?讲座摘要：
? ? ? ?Lecture 1: July 21
? ? ? ?Introduction: Trust, Betrayal, and Deterritorialization
? ? ? ?Psychoanalytic theory assumes that the individual’s initial relation to objects and to other subjects is egotistical. How to manage egotism and the real, how to encourage the self and the Other toward recognition and collaboration, are thus fundamental questions. Children seek pleasure in their use of objects. Adults gain pleasure from reducing the world to an object of knowledge, where to know is to perpetuate the satisfaction of absolute freedom. Emmanuel Levinas argues that knowing “would be the way by which freedom would denounce its own contingency, by which it would vanish into the totality. In reality this way dissimulates the ancient triumph of the same over the Other” (Levinas 1969, 87). Yet knowledge cannot be a zero-sum game, because it is implicated in the initiation of the intersubjective encounter.?

? ? ? ? Lecture 2: July 22
? ? ? ? Trust, Betrayal, and Transversality: Group-subjects During Evacuation
? ? ? ? On the eve of the Second World War, Great Britain initiated a national evacuation scheme, dubbed “Operation Pied Piper,” aimed at transporting vulnerable civilians from the cities to the countryside. Many of them – young children alone or with their mothers, sometimes entire schools with their staffs – were lodged in the homes of foster families and in various institutions. Approximately 1.5 million persons were moved in 1939, and many more during additional evacuations until 1944.

? ? ? ? Lecture 3: July 23
? ? ? ? Becoming Through Involution
? ? ? ? Opposites do not always yield contraction and deadlock. They can also lead to ambivalent or bifurcating desire – for Winnicott, the hallmark of development. When trust in friends and opposition to normalized, closed structures of power appear together, groups institute lines of flight that revolutionize the existing structures of power. Groups are energized by the desire to activate the transitional phenomena that bring about involvement. Unlike Freud, who considered existential territories the byproduct of lack, Guattari understood desire to begin when it is directed at a world of objects. Thus, for example, the good and bad breast emerge in primary processes that later in life are very difficult to change. The infant desires a part-object such as the breast or the nipple. The mother becomes an object of love because of the comingling of inside and outside that the attachment to part-objects propels into being. By the same token, the child learns to love the family as an assemblage of subjects and possibilities to which his/her desire is attached, and from which s/he withdraws desire when functioning in the group-subjects is concluded. This mechanism of engaging with and overcoming the transitional object enables desire to act and to become involved in social interaction where trust and betrayal are always at stake.

? ? ? ? Lecture 4: July 24
? ? ? ? Memories of the Everyday: Accessing the History of Desire Using Case Histories, Documentary Footage, and Photographs
? ? ? ? In 1948, Stephen and Barbara Dockar-Drysdale opened a residential therapeutic community for emotionally challenged children in Oxfordshire, England. The Mulberry Bush School, as the community was called, housed forty-odd students, children who, during the War, were not provided billets like evacuated children or evacuated with their schools; neither were they welcomed into foster homes. Teachers and staff were with the students at all times of the day and night, with the purpose of providing the children with a positive environment and managing their behavior through constant involvement and regular written reports. From 1954 until the 1970s, Barbara Dockar-Drysdale shared these reports with D.W. Winnicott, who added his own comments and responses. While the welfare system was an active party to these processes, at the time of the case-studies the treatment of the children and the management of the school were fully in the hands of Barbara Dockar-Drysdale and the mental health experts with whom she collaborated.

? ? ? ? 欢迎广大师生踊跃参加！
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