Freud, Lacan and Erotic Desire in

Education
Anne Stebbins is a PhD student at the Tina Turner: An Introduction
Faculty of Education at York University in "W hat's Love Got to Do with It?"
T oronto, O ntario. S he re c eived her (1984, Tina Turner)
undergraduate and graduate degrees from
the University of W estern Ontario in London, In 1985 Tina Turner claim ed four
Ontario, where she also taught high school. Gram m y awards, three for her num ber-one hit
Her current scholarship focuses on queer, song, "W hat's Love Got to Do with It?" As a
fem ale, secondary school teachers and their child I fell in love with Tina and her song.
em bodied experiences of teaching and W hat was it about that provocative song? I
learning. was deliriously excited about it! I recall
selfishly belting out the lyrics at hom e and in
Abstract the car, as m y patient parents watched with
This article provides an analysis of Freudian am usem ent and dread. I was too young to
and Lacanian notions of transference and attend school and blissfully unaware of how
relates the unconscious displacem ent of forbidden m y sexuality would becom e;
em otion to student-teacher relationships. It however, I understood that m y parents were
considers learning as a highly em otional not overly thrilled about m y attachm ent to
experience and im agines chaotic and unruly Tina. Years later on the playground I would
desires as encouraging risky and pleasurable hear m y classm ates hurling insults at each
learning in fem inist classroom s. other referencing Turner's "double-d" chest
Résum é and her loose expression of sexuality.
Cet article fait une analyse des lignes de According to m y peers, Tina was the ultim ate
pensées de transfert freudien et lacanien et fem ale slut. She instantly lost her cachet; I
rattac he le d ép lac em en t inc on scient quit singing her song and stopped regarding
d'ém otions dans les relations entre l' étudiant her as m y idol.
ou l'étudiante avec son enseignant ou son This essay revisits m y childhood
enseignante. Il considère l'apprentissage experiences of schooling and m y attachm ent
c o m m e é ta n t u n e e x p é rie n c e trè s to Tina Turner. I take her question: "W hat's
ém otionnelle et im agine que les désirs love got to do with it?" seriously and consider
chaotiques et indisciplinés encouragent the relationship between love, desire,
l'apprentissage risqué et plaisant dans les teaching, and learning. Drawing on Freudian
classes fém inistes. and Lac a n ia n un d e rs ta n d in g s of
"transference," I relate love and desire to
fem inist pedagogy, questioning the curious
relationship between love, desire and the
pedagogical encounter. The psychoanalytic
paradox of the necessity of love and desire,
and the social codes that forbid or narrow its
expression create particular tensions in
education. Lacan's conception of the end of
transference and his notion of the analyst as
"the one assum ed to know" is helpful in
thinking about the ways that desire m ediates
classroo m pe da go gy, student-teache r
relationships, and learning m ore generally. I
suggest that fem inism and psychoanalysis

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m ight offer possibilities for creating m ore them to their therapeutic sessions. He
egalitarian classroom s that encourage theorized that his patients' past experiences
students to bring their voices, im aginations, were triggered by the present therapeutic
fantasies and desires to their experiences of encounter (Youell 2006, 31). Referring to his
learning. study of "Dora," Freud described transference
as:
Freudian Transference
Psychoanalysis invites us to look New additions to or facsimiles of the impulses and
beyond the surfaces of ourselves, to the area phantasies which are aroused during the progress of the
of strangeness that is the unconscious. This analysis; but they have this peculiarity, which is
dom ain is not one that is entirely knowable; it characteristic of their species, that they replace some
troubles the sense we have of knowing earlier person to the person of the physician. To put it
ourselves and each other. Psychoanalysis another way: a whole series of psychological
insists that our ability to m ake sense of experiences are revived, not as belonging to the past,
ourselves involves recognizing that there are that is applied to the person of the physician at the
parts of us that are peculiar and indiscernible. present moment. (quoted in Frosh 2003, 88)
According to Stephen Frosh, this "explains
som e of the terror with which the m odern "D o ra's" a n ta g o n is tic b e h a vio u r a n d
consciousness is infused: the enem y is not vengeance was the result of her repressed
just out there, but very m uch within" (Frosh anger. She directed her anger at Freud,
2003, 4). Sigm und Freud understood the substituting him for a m an from her past who
unconscious as organizing sexuality into had hurt her (Tonnesm ann 2005, 188).
socially acceptable structures. For exam ple, Freudian theory of transference
Freud claim ed that love and desire were assum ed that present relationships were
em otions form ed through our oedipal m e d ia te d b y p a s t in te ra c tio n s a n d
experiences vis-à-vis our parents. Because experiences. According to Frosh, "...the past
our first experiences of love and desire were returns in the present of the analytic
structured around that which was forbidden to encounter" (2003). Sim ilarly, Robertson
us, we bravely disavowed or foreclosed our describes transference as "an unconscious
love attachm ents and banned their painful displacem ent of thoughts, feelings, and
losses from our m em ories. According to behaviours from a previous significant
Freud, sexual instincts or the libido were relationship onto a current relationship"
restricted by m any forces such as "sham e, (Robertson 1999, 152). The project of m aking
disgust, pity and the structures of m orality and sense of the present blended with the blurry
authority erected by society" (Freud 2006a, details of the past necessarily involved
155). Adding to the com plexity of the psychoanalysis. According to Budd and
unconscious was Freud's belief that our Rusbridger, "Psychoanalytic treatm ent is
earliest relationships created foundational c o n c e r n e d w it h t h e r e c o v e r y a n d
tendencies that resided within us. Such understanding of the unconscious m em ories
tendencies toward certain types of actions and phantasies which populate our m inds"
and ways of relating to others were (Budd and Rusbridger 2005, 181). Although
continuously repeated in daily interactions Freud's concept of transference initially
with fam ily, friends and colleagues and, as described the therapeutic situation, he later
this paper will argue, between students and related the psychoanalytic concept to the field
teachers. of education.
In 1895 Freud coined the term Freud's "On the Psychology of the
"trans fe re n c e ." H e o rig in a lly thought Gram m ar School Boy" described students'
transference im peded a patient's progress; adoration and/or hatred towards their
however, he changed his m ind and found it to teachers:
be a vital part of the psychoanalytic m ethod
(Robertson 1999, 154). Freud understood his ...we wooed them or turned away from them, we
patients as taking their em otional pasts with imagined sympathies or antipathies in them that

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probably did not exist, studied their characters and the subject who is supposed to know exists
formed or distorted our own on the basis of theirs. They som ewhere... there is transference...." (1981,
provoked our greatest levels of rebelliousness and 230). Lacan be lieve d tha t F reu dian
forced us into complete admission; we sought out their transference presupposed knowledgeable
foibles, and were proud of the references, their analysts and uninform ed patients. The
knowledge and their justice. Basically we loved them Lacanian m odel of transference suggested
very much if they gave us any reason to; I do not know that characterizing analysts as knowledgeable
whether all our teachers noticed that. But it cannot be and patients as ignorant created particularly
denied that we faced them in a very special way, a way unbalanced power relationships. W hile Freud
that might and some respects have been very believed transference was "...An intense set of
uncomfortable for them. From the outset we were feelings experienced by one partner in the
equally disposed to love and to hatred, to criticism and therapeutic encounter, but kept at a distance
and interpreted by the other" (quoted in Frosh
to worship of them. (Freud 2006b, 355)
2003, 91), Lacan thought that analysts also
participated in desire, even as they facilitated
Freud referred to this apparent
treatm ent.
contradiction as em otional "am bivalence"
Lacan's critique of Freudian
(2006b, 356) since students were inclined to
transference referenced the reciprocal nature
either love or hate their teachers based on
of relationships between patients and analysts
foundational relationships form ed in the early
in the therapeutic encounter. Lacan's concept
years of life. The interplay of teacher, student
of the "subject supposed to know" highlighted
an d the u nc on scious suggests that
Freud's assum ption that analysts were always
educational spaces are quite volatile, or as
capable of separating truth from distorted
Freud contended, "explosive." As Freud
perception. Lacan identified analysts as
stated in "O bservations on Love in
participating in the experience of desire. He
Transference,"
reasoned, "...(B)ehind the love known as
transference is the affirm ation of the link
Psychoanalysts know that they are working with the
between the desire of the analyst and the
most explosive forces, and that they need to deploy the
desire of the patient... It is the patient's desire,
same care and conscientiousness as the chemist. But
yes, but in its m eeting with the analyst's
when has a chemist ever been banned on account of
desire" (Lacan 1981, 254). The patients'
danger from dealing with the explosive materials whose
desires to be cured by their analysts defined
reactive properties make them indispensable to
Lacanian transference. Transference involved
him?...No, in medical practices there will always be the patient's unconscious desire or belief that
room for the ferrum and the ignis alongside the the analyst knew som ething that could cure
medicina (iron, fire, medicine), and so the professional, him /her (253). Lacan believed that a vital part
unabated practice of psychoanalysis, not afraid to of the analytic process occurred at the
handle the most dangerous mental impulses and m om ent when patients realized that their
harness them for the patient's benefit, will continue to analysts were not the keepers of a hidden or
be indispensable. (2006a, 352) secret knowledge that could ultim ately cure
them . Lacan thought that the fantasy or
Freud thought that desire was a useful and illusion that patients had of their analysts
productive force in education. He im agined having the ultim ate solution to their problem s
transference as m essy but necessary was counter productive to therapy. W hile he
occurrences within learning encounters. believed that this discovery was traum atic, he
felt that it was necessary for the com pletion of
Lacanian Transference transference (1981, 253).
Jacques Lacan's understanding of Lacan insisted that this "im aginary"
transference differed from Freud's; this state of m ind ended when patients realized
departure has im portant im plications for that their analysts did not have conclusive
im agining transference and desire in answers to all their woes. Dylan Evans
education. According to Lacan, "As soon as outlined this process: "The analyst is often

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thought to know the secret m eaning of the fem inist and psychoanalytic theory; however,
analysand's words, the significations of I intend to consider the possibilities of fem inist
speech of which even the speaker is pedagogy to engage with the unconscious of
unaware. This supposition alone (the teaching and learning.
supposition that the analyst is the one who W hen I taught high school I
knows) causes otherwise insignificant details considered m yself to be a fem inist educator.
(chance gestures, am biguous rem arks) to I believe that there are m any ways to teach
acquire retroactively a special m eaning for the from a fem inist perspective; however, m y best
patient who 'supposes'" (quoted in Frosh m em ories of teaching are the lessons wherein
2003, 98). I engaged with the unconscious or interior life
Patients' unconscious expectations of the classroom . Those lessons were
fuelled the therapeutic process. Initially, orientated towards a curiosity of the self. The
patients unconsciously pictured their analysts m om ents when m y students and I considered
as sources of inform ation or knowledge that our subjectivities as m arked by gender, race,
would lead them to their desired resolution. class, sexuality, and ability were challenging
Frosh contends: "The 'subject supposed to and em otional. According to Maxine Green,
know' is only supposed to know because of "Fem inist pedagogies... dem and critical
the phantasies generated about authority and exam inations of what lies below the surface.
knowledge itself; what signified the end of T h e y d e m a n d c o n fr o n ta tio n s w ith
transference - and of analysis - is the discontinuities, particularities, and the
discovery that we can only know our narratives that em body actual life stories"
questions, that no-one can be m aster of the (1992, x). Many fem inists have articulated the
unconscious" (2003, 8). significance of subjectivity and voice in
The end of Lacanian transference teaching and learning in fem inist classroom s
occurred when patients realized that their (Finke, 1993; Gore, 1993; Luke and Gore
analysts were not capable of providing 1992; Pitt, 2003); not surprisingly their
answers to the m ysterious realm of the approaches to and opinions of these concepts
unconscious. differ. Following Mim i Orner, I understand the
term "subject" to be both conscious and
Feminist Pedagogy and the Unconscious unconscious. Orner critiqued conceptions of
of Teaching and Learning voice that positioned students as static. She
Before discussing fem inism and claim ed, "Discourses on student voice are
psychoanalysis it is relevant to acknowledge prem ised on the assum ption of a fully
that there are tensions between them . I do not conscious, fully speaking, 'unique,' fixed and
intend to levy a fem inist critique of coherent self" (Orner 1992, 79). Fem inist
psychoanalysis; however, I am aware of a pedagogy can work within transference to
fem inist resistance to psychoanalytic theory encounter unconscious ideas, hopes, dreams,
(Bernheim er and Kahane 1990; Feldstein and fantasises that are below the surface of
1989). Instead, I intend to explore the ways classroom learning. These conscious and
that fem inism and psychoanalysis m ight be unconscious ideas and beliefs m aintain and
brought into conversation with one another. perpetuate the social relations that organize
One com m onality outlined by Constance our experiences of schooling.
Penley is that fem inism and psychoanalysis The potential of fem inist pedagogy to
both "share a strong com m itm ent to exposing engage the interior life of the classroom lies,
the 'naturally' given or socially self-evident in part, with the teachers' willingness and
form s of everyday life and language" (Penley ability to rem ove them selves from occupying
1989, 176). W hile psychoanalysis draws on the position of the subject supposed to know.
the workings of the unconscious, fem inism Lacanian "Discourse of the Analyst" offers one
sim ilarly "penetrates below the surface of avenue for fem inist teachers to operate
observable phenom ena" to interrogate the differently in the transference. Lacan's analyst
"naturalness" of social structures (176). I do desires to help the analysand to "m onitor his/
not want to dism iss the tensions between her own discourse" (Bracher 1999, 137) so

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the analyst "operates with the transference in undoubtedly a useful paradigm for classic
a way that helps the subject produce his or W estern pedagogy. A greater m an penetrates
her own m aster signifier rather than accepting a lesser m an with his knowledge. The student
one from the subject supposed to know" is em pty, a receptacle for the phallus; the
(137). This type of learning signals an teacher is the phallic fullness of knowledge"
im portant shift away from "pedagogies (Gallop 1982, 118). Understanding students
grounded in the assum ption of a teacher's as "em pty" does little to capture them as
absolute knowledge" (Baum lin and W eaver active agents, with unique needs, wants,
2000, 78) that dism iss student agency. By hopes and desires. Im agining students as
asking students to assert their voices, receptacles and teachers as phallic objects is
fem inist teachers truly refuse to be the ones also a heterosexist assum ption, particularly in
who are supposed to know. the context of educational desire. Under this
Freudian and Lacanian theories of m odel, heterosexual desire is first created and
transference suggest that unconscious then satisfied when a student is an "em pty
transference and desire are a part of receptacle" whose desires are "introduced to
productive and anxious em otions m ediating him by the teacher" (Gallop 1982, 118). Such
student-teacher relationships. And yet, school pedagogical m odels consider knowledge to be
and learning is traditionally organized to the property of the institution whose qualified
structure the flow of learning from teacher to teachers are charged with the responsibility of
student. Fem inists have critiqued pedagogical doling out inform ation at a pace and through
m odels that support patriarchal structures of a preferred m edium that is ultim ately
learning that position educators as teaching controlled by the institution. This inform ation is
and students as learning. Paulo Freire called fused with ideas from the dom inant
this type of learning "the banking m odel of m asculinist and patriarchal culture that
education" because it encouraged student reinforce taken for granted social positions
com pliance and did not create opportunities and ways of being in the world.
for students to be active agents in their own Dom inant cultural representations of
learning (1993). Peter Mayo described the fem ale teachers in film run relatively straight.
traditional pedagogy perm eating m ainstream Even when fem ale teachers do not appear to
educational institutions as "a top down be adopting the banking m odel of education,
process of transm itting knowledge," (Mayo this type of learning is restored usually at the
2000, 260) where teachers are im aged as end of the film . One com m on representation
knowledge dispensers and students as em pty of teaching in film is the teacher as saviour
containers. This teaching m ethod does not plot. The m ovie Dangerous Minds (1995)
consider the personal desires of students, nor nicely captured teaching as a noble profession
does it acknowledge the unique ways that of fem ale saviours. Michelle Pfeiffer played
students learn and view the world. Freud and the role of an ex-m arine turned teacher. She
Lacan would have us believe that students lands herself a tem porary job teaching at a
and teachers enter classroom s spaces with school populated with students from a low
conscious and unconscious em otional incom e neighbourhood. The young, white,
attachm ents. Part of the work of a fem inist beautiful, fem ale teacher is charged with the
pedagogy is to consider the ways that these difficult task of convincing her unruly,
attachm ents reinforce power relationships racialized and disinterested students to pass
that oppress wom en. Fem inist pedagogies high-school English. After receiving a rather
object to teaching practices that restrict lukewarm reception from her students she
students' ability to think critically about their starts to incorporate such unconventional
positions in the world. teaching m ethods into her curriculum as
Jane Gallop critiqued the banking dem onstrating karate m oves and teaching
m odel of education and found it to Bob Dylan lyrics. The m ovie details Pfeiffer's
conceptualize teachers as phallic objects journey as a struggle to win the hearts of her
infiltrating their eager young students with uneducatable students, whose street sm arts
knowledge. She reasoned, "Pederasty is and tough exteriors eventually crum bled,

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revealing them to be good teenagers. The film research suggests that the m edia and general
ends with Pfeiffer's students serenading her public were captivated and enraged by these
with a Bob Dylan song; they plead with her to cases because the fem ale sex offender
continue teaching at their school the following transgressed the prescribed expectations of
year because she is their "light." The film fem ininity just as violently as they broke the
Dangerous Minds does not offer a unique plot law. The public was irate that a fem ale could
line; however, we are drawn to the story of the com m it this type of crim e precisely because
fem ale saviour. It appeals to cultural she was a wom an. The possibility of wom en
narratives of wom en as healers and helpers having sex with their boy-students was outside
and it reaffirm s the naturalness of wom en and public im agination and shook otherwise stable
dom esticity. notions of gender and heteronorm ativity.
Fem ale teachers who unam biguously Such sex scandals signal public fear
em body celebrated subjectivities such as and suspicion of pedophilia and encourage
whiteness and fem ininity are not im agined as teachers to distance them selves from their
having desire. If desire is associated with the students. Yet teacher-student interactions and
fem ale teacher body it is always heterosexual. the transference that lingers below the
Heterosexual bodies are not im agined as surfaces of these relationships are productive
em bracing educational m om ents fraught with to le a rn in g . R u m o u r s of sexual
anger, frustration, tension, excitem ent, and inappropriateness between m ale teachers and
uncertainty. Indeed, rum ours of desire in the fem ale students have long haunted school
classroom often trigger suspicion and public hallways. However, when the abuser is a
outrage. Desire is often interpreted as an wom an and the victim a boy-child,
enem y in education or an unwanted presence assum ptions about childhood, gender and
in the classroom ; schools are closely abuse are called into question. This essay is
m onitored by the public and public scrutiny not condoning child abuse, nor it is denying
discourages teachers from practising loving that inappropriate relationships can and do
relations with their students (even when such occur between teachers and students;
relationships prom ote and foster learning.) however, I am drawing attention to the
Teachers are required to m aintain clear unfortunate fact that the North Am erican
boundaries between them selves and their cultural preoccupation w ith pedophilia
students, although the m eaning of these perpetrates suspicion of particular adults who
boundaries is usually negotiated in ways that work with youngsters (such as gender
privilege heteros exual, w hite, fem ale n o n-conform ing or visib ly q u e e r o r
teachers, leaving racialized, gender queer, transgender peoples). Unfortunately, this
non-heterosexual teachers to negotiate the suspicion vilifies educational erotic energy and
m eanings of such boundaries that are casts suspicion on transference between
executed in invisible, taken-for-granted ways teachers and students that linger below the
by their colleagues. surface of these exchanges.
Boundaries between teachers and Distinguishing "good" from "bad"
students are im portant considerations; teachers is not straightforward. Supposedly
indeed, p re s s c o ve ra g e o f tea c her good teachers seek to arouse learning in their
transgressions of professional boundaries students while bad teachers engage in erotic
causes widespread public upset. Sheila fantasies about students or use them for self
C avanagh has exam ined the sexual fulfillm ent. Yet for m any teachers, the
transgressions of five fem ale teachers who "strands" of good and bad teacher are not
had inappropriate relationships with their male easily separated (Gallop 1999, 128). In
students. Describing the press coverage of describing an encounter that took place
Mary Kay Letourneau's 1997 affair with her between herself and a student, Gallop
twelve year old m ale student as "titillating and contends "I was aroused in fact by the sense
sensational" (2007, 3) Cavanagh highlighted that I was a 'good teacher,' by feeling m y
that the general public was extrem ely upset power to help som eone reach his fullest. Yet
over the fact that the abuser was fem ale. Her the arousal m eant I was getting off on being

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his teacher, using him for m y own perverse people to practise articulating their desires,
gratification" (1999, 127). Gallop's conflicted hopes and dream s takes risks. It offers space
feelings about a student signal the precarious for students to discuss their feelings of
position of teachers. Society requires that dissatisfaction and disappointm ent with the
they take delight in student learning without world. This can spark highly em otional
taking delight in students. Far too often, experiences since doing so necessitates that
em otions such as love and desire are seen as learners confront difficult knowledge that
obstacles when they com e into contact with exposes the investm ents of their subject
learning. positions in gendered, sexist, racist cultural
Ignoring em otions in the classroom m eanings.
stifles passion, creativity, and energy vital to Fem inist pedagogy invites teachers
the learning process. In the clinical situation, and students to conceptualize relationships to
Freud advised professionals to "harness" the knowledge and learning as contradictory,
force of these em otional instances and funnel conflicted and em otional. If we understand
their energy towards creative learning (quoted classroom s as em otionally crowded spaces,
in Frosh 2003, 91). Freud's conception of the then we can begin to understand learning as
presence of passion and energy in the involving intense personal attachm ents and
analytic encounter gestures at the erotic relationships to the world. Students and
nature of learning in the educational m ilieu. teachers enter into learning that engages with
The erotic allure of learning is present in conscious and unconscious desires, ideas,
transference; indeed, "Transference....is what hopes and dream s. If we are to understand
gives the m entoring protégé relationship its pedagogy as "characterized by som e form of
fire. (I)t occurs in m odified form in virtually all intervention in the 'unconscious,' by a dynam ic
m entorships. (I)n the intensity of the interchange between the unconscious of both
connection lies the power of the teaching" teacher and learner" (Finke 1993, 14), then
(Dalox 1986, quoted in Robertson 1999, 152). we have to consider the em otional situation of
Far from being destructive, desire in the learning. According to Lorde "Our erotic
classroom offers the potential for teachers knowledge em powers us, becom es a lens
and students to im agine them selves into new through which we scrutinize all aspects of our
realities. existence, forcing us to evaluate those
Fem inist pedagogy offers terrain for aspects honestly in term s of their relative
students to enact, explore, assert and m eanings within our lives" (1984, 87). The
question their desires and subjectivities. em otional situation of learning m ay be painful,
Fem inist curriculum provides a canon that jarring and exhilarating as it invites people to
critiques "...im ages and concepts...that are exam ine their own relationships to knowledge
woefully inadequate to wom en, distorting, and either affirm previous ideas and identities
caricaturing, or ignoring crucial elem ents of or augm ent them . In a fem inist classroom
wom en's being, their experiences and their there should be room to do both.
words" (Bracher 1999, 135). Fem inist
teachers ask students to think about the Conclusion: Tina Turner and M y Buried
situatedness of the discourses that constitute Sexuality
their subjectivities. One way of doing this is by I began this essay by detailing m y
engaging with a canon of fem inist literature childhood experience of first loving and later
and critique that exposes ways of being in the rejecting Tina Turner. I interpreted her hit
world that are patriarchal, oppressive and song "W hat's Love Got to do W ith it?" as
alienating. This curriculum not only asks applicable to m y discussion of learning and
students to assert but also to question their desire in education. I believe that her song's
voices by considering that their subjectivities pointed question is relevant to discussions
"do not reside outside of interlocking around the chaotic desire that haunts
discourses and networks of institutionalized educational spaces. As a young girl I did not
gender and power relations" (Luke 1992, 37). know what love had to do with learning but I
A pedagogy that creates spaces for young knew enough to disassociate m yself from Tina

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when I learned that m y classm ates Freud, S. (1905). "Observations on Love in
disapproved of her expression of sexuality. It Transference," The Penguin Freud Reader, A.
was one school yard lesson that was Phillips, ed. London: Penguin Books, 2006a,
effective. I ditched m y childhood idol and m y pp. 341-52.
parents were noticeably relieved that they
were no longer subjected to m y excessive _____. (1915). "On the Psychology of the
karaoke perform ances. I learned how to bury Gram m ar School Boy," The Penguin Freud
m y love for Tina specifically and wom en m ore Reader, A. Phillips, ed. London: Penguin
generally deep inside m yself. As a young girl Books, 2006b, pp. 354-57.
I outwardly resisted and inwardly em braced
m y secret desires and passions that were Gallop, J. "Im m oral Teachers," Yale French
bound up in m y experiences of learning in Studies 63 (1982): 117-28.
elem entary school.
_______. Knot a Love Story: Psychoanalysis
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