Pupil: - There's a
danger in doing maths.
Nimier: - What is this
P: - The danger is
that I am afraid, I got used to that. It is some
sort of a state I am in, which has lasted for
years, I feel confident in French and foreign
languages, and I am not sure of myself at all.... I
live in an insecure atmosphere in maths; so I can't
get used to the idea of changing
N: - What risk would you
be running then?
P: - Yeah,
I'm afraid of losing,
it seems stupid, but
I'm afraid of losing something or....
I think it's stupid.
I think now there is some sort of
balance, it's a bit like the principle
of communicating vessels.
N: - You are afraid, if
you got better at maths, you might lose something
in the other subjects...
P: - Yeah,
and it isn't possible to lose
something just like that....
but that's the way I always
feel, so... I've told myself
again and again that it is stupid,
N: - Is this why you
don't feel like improving?
P: - Yeah, that's why,
it seems stupid, but I say to myself....you'd
better not get better at maths. And it's been that
way for years, there is always this refusal.... so
it's sort of a vicious circle, because the worse my
marks got in maths, the better they got in French
and foreign languages. You can see that on my
reports, for sure.
There is a fantasy projected on
mathematics, which is expressed through
of communicating vessels. But there is
more, since a mimicking of the fantasy
itself can also be found in the boy's
speech. This mimicking continuously aims
at keeping a balance between the
and the emotional aspects,
while at the same time, through this very
process, creating a link between them by
allowing them to continuously interact
without either of them ever getting the
upper hand (which would probably make the
speaker feel in danger).
1) I'm afraid of
3) but I'm afraid of
5) I think now there is
some sort of balance
but that's the way I
2) it seems a bit
4) I think it's
6) and it isn't possible
to lose something
8) I've told myself
again and again that it is