The composition instructor who would adopt James Berlin's social epistemic pedagogy or realize Henry Giroux’s critical classroom is knowingly or not appropriating the discourse of the Analyst. By including a hypertext pedagogy and merging self with cyberspace—a virtual topology of master “flickering” signifiers (Hayles 25-49) of which there is only time through a collapse of distance (via linking)—the analyst/instructor further enables the analysand/student to rewrite himself/herself, to be a "posthuman" similar to the one Katherine Hayles has so brilliantly depicted, a being who is not only beyond the Cartesian subject and instead a cybernetic plurality “grounded in embodied actuality” (286), but an author of "less oppressive," "less absolute" master signifiers (Bracher 124)  In this sense, hypertext serves as a heuristic for critical self-consciousness, at once defamiliarizing and augmenting identity, bearing results not unlike Benjamin finally torching Brynner, refusing his cathexis—-a manufactured desire predetermined by master signifiers—-and leaving behind, at least for the moment, Delos’s three worlds.  With a little help from hypertext, we, too, may be as fortunate.