The papers by Caligor, Barron, and Ehrlich reflect a deepening trend in psychoanalytic education—namely, the attempt to understand in greater depth and with increasing precision the educational experiences of candidates. Illustrating the variety of ways in which those educational experiences can be explored, the papers may be seen as forming three concentric rings. Each essay occupies its own sphere yet is related to the others in the common attempt to make clearer some particular aspect of analytic education. If we read the papers in a