89

This paper proposes to apply the practice of group analysis usually meant for teachers to learners in a teacher training institution. Assuming that in learning as well as in teaching, the subject experiences complex psychic responses, it shows the need and the difficulty for pupils and students to be able to articulate the self and non-self during the learning process. To help them to do so, focus groups may be a relevant psychic working space. A few examples at various teaching levels will be presented. To conclude, the author puts forward the idea that our societies tend to deny how complex facing knowledge is because they refuse to take the risk of seeing how transmission—which nowadays deals with more and more immaterial items—fails. Thus, the learners have less and less leeway, which often prevents them from fully taking charge of their learning process.