Openness in Distance: Introductory Remarks on Academic Teaching Informed by Bracha L. Ettinger’s Matrixial Theory

Abstract

This article aims at introducing the matrixial theory of Bracha L. Ettinger to the field of academic teaching. As it intends to prove, feminist pedagogy would benefit from a matrix-informed approach to teaching, especially in the times of social distancing imposed by the COVID-19 pandemic. Since of all student groups it is the university students who have been most directly affected by precarity and employment instability, they seem to be in an urgent need of openness, compassion, and understanding; the matrixial theory – as this article demonstrates – responds to this necessity. Bracha L. Ettinger is a psychoanalyst, feminist, artist, and daughter of Holocaust survivors; her matrixial theory, based on the notions of the matrix and subjectivity-as-encounter, is a feminist supplement to psychoanalysis. The article begins with introducing the underpinnings of this psychoanalytical system and outlining its application in various areas, ranging from art history to trauma studies. Subsequently, the research joining Ettinger’s work and pedagogy is analysed; as it is shown, while these studies recognise the pedagogical potential of the matrixial theory, their scope is currently reduced to art-related disciplines. The next part is devoted to selected matrixial concepts that come out as especially relevant in the pedagogical context. What the article offers is a theoretical incentive to reflect on an approach to teaching based on reciprocity, responsibility, and participation despite the limit posed by the computer screen: an approach which – in the times of global precarity – can help define anew the student–teacher partnership.