Cosenza points out that artificial intelligence allows us to define what it means for psychoanalysts to teach. When faced with a new phenomenon, it is common to have a passionate position, either rejection or marked enthusiasm. Lacan goes beyond this position, aiming to read what is happening in the new phenomenon, reconstruct the symbolic context and grasp the real at play of what is happening. Jorge Santiago proposes that there is a desert-like accumulation of information that prevents access to knowledge; he also questions the relationship between AI and the bond or solitary jouissance. Ramón Ochoa focuses his text on the existence of the four Lacanian discourses in the university and the position that a psychoanalyst takes there when teaching. Miguel de la Rosa proposes how to instil the jouissance of life in the transmission of knowledge at university, embodying a living desire - in a teacher who, with his style, allows the student to appropriate knowledge that arouses desire.