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This article is an account of an experience in an educational sciences lecture at Paris 8 University, a few days after the attacks of November 13, 2015 in Paris during which students were invited to read and produce a reflection. The proposed study is based on a psychoanalytically oriented clinical approach in education and training (Blanchard-Laville, C., Chaussecourte, P., Hatchuel, F. and Pechberty, B., 2005). It focuses on the phenomena of subjective involvement and afterthought that have been both permitted and revealed by the pedagogical device used. Emphasis is placed on an alternative between the commitment to a subjective elaboration and a merely reactive positioning.