（一）
昨午，入觀音，草原上，遇一巨龜，
你要理解，超寫實，始于寫實，
意思是說，形上，始于形下，
草原，則終于虎頭蜂，
（二）
與物，發生感情，
（三）
昨晚，朔真，滿六月，
我說，拉岡桑說，六至十八月，鏡像階段，屬 I，
S，始于三歲，語言之後，
J 說，R 生于何時，
我沉思良久，不知如何回答，
後來，因為說到，慾望 (D) 和需要 (N)，之別，
依附，自體客體，本質上，形下，屬 N，
我說，R 必基于 S 所致之 D，唯三至六歲，DN 不分，N>D，所以 R 發生于六歲之後，
（四）
As regards Lacan’s RSI, imaginary starts from 6-18 months (mirror stage), symbolic starts after language (3-6 years old), when does real start? （ChatGPT, 2024-10-13)
In Lacan’s theory, the Real is a fundamental concept that is not directly tied to a specific developmental stage like the Imaginary or the Symbolic. The Real refers to what is outside of language and symbolization, what cannot be fully captured by symbols or images. It represents the raw, unmediated experience of reality—what remains after all the imaginary and symbolic layers are stripped away.
While Lacan does not assign a precise age to the onset of the Real, it is present throughout life as the dimension that resists being absorbed into the symbolic structure. In a sense, the Real is always there, even before the subject enters the Imaginary or Symbolic orders. It becomes more apparent as gaps or disruptions within the Symbolic order, such as traumas or experiences that defy linguistic articulation. So, the Real exists from birth (or even before) but only becomes noticeable when we encounter the limits of our symbolic understanding.
In sum, the Real is not something that “starts” at a particular age; it is a constant, though often inaccessible, aspect of human experience.
（五）
What’s the relationship between Real and Desire? (ChatGPT, 2024-10-13)
In Lacan’s theory, the relationship between the Real and Desire is complex and central to his understanding of human subjectivity.
1. Desire and Lack: Desire, for Lacan, arises from a fundamental lack within the subject, which is connected to the Real. Once the subject enters the Symbolic order (the world of language, culture, and social structures), they experience a sense of incompleteness or loss. This lack is related to the subject’s separation from the Real—what remains unrepresentable, beyond language. Desire is driven by the attempt to fill or address this lack, but because the Real cannot be fully integrated into the Symbolic order, the subject’s desire is never fully satisfied.
2. Real as Impossible: The Real represents what is impossible for the subject to fully grasp or articulate through language and symbols. It is always elusive and resists being symbolized. Because Desire seeks to reach something beyond the Symbolic and Imaginary, it is, in a way, a striving toward the Real, even though the Real is unattainable. Desire is thus perpetually unsatisfied because it aims at something that cannot be captured or fulfilled—something located in the Real.
3. Objet a (Object of Desire): Lacan introduces the concept of objet petit a (the object-cause of desire), which is a substitute for the Real. While the subject’s desire is structured around symbolic and imaginary objects, these objects are never truly what the subject wants. They are stand-ins for the objet a, which represents the missing piece linked to the Real. This is what makes Desire always shifting and incomplete; it is oriented around something that cannot be fully possessed or known.
4. Real, Jouissance, and Desire: Lacan also ties Desire to jouissance, a form of enjoyment or excessive pleasure that borders on pain. The Real is connected to jouissance because it represents the limits of what can be integrated into the subject’s symbolic structure. Desire navigates between the pleasures allowed by the Symbolic order and the overwhelming, often traumatic excesses of the Real. Thus, Desire, in trying to grasp something that lies in the Real, constantly brushes against this boundary of jouissance.
In short, Desire is a response to the subject’s confrontation with the Real. While Desire seeks to fill the fundamental lack, it is bound to fail because the Real, as the source of this lack, is always beyond reach.
（六）
Does symbolic start from 3-6 years old, ie. after language develops? （ChatGPT, 2024-10-13)
In Lacan’s theory, the Symbolic order begins with the acquisition of language, but it’s important to clarify that language development does not have a precise age in Lacan’s work. Generally, children begin to enter the Symbolic order around the time they start using language in a structured way, which can be around 2 to 3 years of age, but it isn’t limited strictly to that age range. This process includes not only the development of language but also the child’s entry into the wider social structures, rules, laws, and norms represented by the Symbolic.
Here’s a more detailed look at this process:
1. Symbolic and Language: The Symbolic is the domain of language, culture, and social relations, all of which operate according to shared rules and conventions. When a child learns language, they are not simply learning words but are also entering a system of meaning, where their desires and identity are shaped by external forces (parents, society, laws, etc.). This is the point at which the child becomes subject to the rules of the Other (the larger symbolic order). The Name-of-the-Father plays a key role here as the lawgiver, representing the prohibitions and structures of the Symbolic order.
2. Earlier Language Development: Language acquisition typically begins earlier than the ages 3-6. Children may start acquiring language as early as 1 to 2 years old, but their full participation in the Symbolic order deepens as they begin to understand and use language in more complex, social ways. By around 3 years of age, children are typically more embedded in linguistic and social structures, which Lacan would associate with their deeper immersion in the Symbolic.
3. Transition from Imaginary to Symbolic: Prior to entering the Symbolic order, the child is in the Imaginary stage, particularly during the mirror stage (from around 6-18 months). In this stage, the child is primarily concerned with images and identifications (often with their own reflection or with others). The Symbolic starts when language comes into play, which reorganizes the child’s world from one of immediate, image-based identifications to one where meanings are mediated by language and symbols.
To summarize, the Symbolic order begins as soon as language starts to shape the child’s reality, and while it’s tied to the development of language, this process is gradual and can begin as early as 2-3 years old, not strictly after 3 years old. The child’s immersion in the Symbolic deepens as their linguistic and social abilities develop.
（七）
家樂福，衛生紙，
（八）
