By Annie Tardits
If psychoanalysis, for Freud, used to be an very unlikely occupation, what results could this have for psychoanalytic education? And if one’s personal own research lay on the center of psychoanalytic education, how may possibly what one had learnt from this be transmitted, not to mention taught?
In this groundbreaking e-book, Annie Tardits explores the various makes an attempt that analysts have made to imagine throughout the difficulties of psychoanalytic education. relocating from Freud and his first scholars via to Lacan and his invention of the "pass", Tardits charts the altering conceptions of psychoanalytic education. With readability and magnificence, she exhibits how diverse rules of what psychoanalysis is could have results on how education is understood.
If psychoanalysis contains every one person’s targeted unravelling of the subconscious and of sexuality, what sort of education will be acceptable, or maybe attainable?
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Extra info for The Trainings of the Psychoanalyst
P. 427). Abraham’s reply shows the extent of the misunderstanding: THE BERLIN MODEL 27 My views about bringing in laymen have not changed. The lectures planned by Sachs deal with non-medical matters, and I have always been in agreement with extending this part of our science to lay circles and have indeed furthered it with my own writings. , pp. 428–429] This reply emphasizes how the split, recently entrenched in the new training, between training and therapeutic analyses was tied up with the question of lay analysis.
Once he disposed of “a certain amount of personal experience”, the candidate could apply to the German Psychoanalytic Society. The chronological structure of the training kept the patient, the student, and the new analyst separated. This was a break from Freud’s way, of, for example, extending the rules of analysis even to work meetings, or excusing himself for treating his listeners as patients. That was due not to a confusion of place, but to a recognition of the special relation to the object that analysis involves.
While Fenichel’s classification highlights, in its departure from Freud’s nosography, the prevalence given to symptoms, the criteria for the cure show the gap between the analytic and the therapeutic aims. Fenichel, in effect, distinguished an improvement, due to “successful transference”, analytically imperfect, from an analytic cure which would imply not only disappearance of symptoms, but “a character change explicable according to analytic reason”. It is a distinction that, in a sense, challenged the therapeutic vision which promoted a “fractioned analysis”, interrupted by the analyst on the basis of an amelioration which was not a cure in the analytic sense.