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In writing about the object of psychoanalysis Groddeck says that it has more important spheres of work “than that of treating the sick; it is, there can no longer be any doubt, the open road, and the road that must be used, for the investigation of human nature, and so for the investigation of the world …”(1) This paper attempts to develop the view that the concept of psychologic evolution is the most useful for this widespread application of psychoanalysis.
The coordination of psychoanalytic methods into the social sciences, particularly pedagogy and character formation, involves a re-evaluation of therapy and education. These are so closely related that their separation can only be a matter of degree. Freud recognized the close relationship between these: “Education and therapy now appear in a reciprocal relation to each other. Education will take care that from certain dispositions and tendencies of the child, nothing harmful to the individual or society shall proceed. Therapy will come into play if these same dispositions have already caused the unwished-for result of a pathological symptom.”(2) But have we fully developed our methods so that psychoanalysis could be more adequately integrated into all the branches of the social sciences? Has psychoanalysis evolved from an art to being a science? It has