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The evaluation of the problems related to the termination of the didactic analysis can be successful only to the degree to which we are able to understand its role in the total process of training. A great deal of disagreement could be eliminated if we could arrive at a clarification of the theoretical concepts upon which we operate. Some are taken for granted, others are implied, and many others cannot be defined at this stage of our knowledge.
One of our basic assumptions is that the didactic analysis is indispensable as a preparation for the profession of the psychoanalyst (1), (2), (11), (12), (14). In his analysis the candidate will resolve his own emotional conflicts, which will enable him to observe objectively the unconscious of his patients. In order to accomplish this the didactic analysis has to be therapeutically effective. But there are important differences between a didactic and a therapeutic analysis. In terms of goals, we expect from the didactic analysis more than relief from neurotic suffering. If our patients develop tendencies to analyze others we consider these as remnants of their transference and attempt to analyze them further before termination. However, these same attitudes are desirable in the candidate: he should identify with the "professional activity" of his analyst.
In the didactic analysis the candidate acquires via transference the analyst's skills. This type of learning is an essential part of every didactic analysis, though we do not "teach" any theoretical concepts. If the identification with the analyst remains rigid it will limit rather than enrich the candidate's skill; it becomes an