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“Psychoanalysis does not belong to anybody”. As a science of man she may not be monopolized (1).
At the University of Innsbruck, which was founded in 1669 and has more than 26,000 students, the new curriculum approved in 1993 offers pedagogy students the possibility to take up psychoanalytic pedagogy as a formalized course of study in their last two academic years. Such an important institutional development came about—as Helmwart Hierdeis and Hans Joerg Walter report in their contribution—not only as a consequence of the fact that, starting in 1988, psychoanalysis could be taught to the pedagogy students attending the Institut fuer Erziehungswissenschaften; but also as a reflection of a more general interest in this field, which had been opened by Freud, his daughter Anna and their close co-workers, and had even led to the publication, between 1926 and 1937, of the Zeitschrift fuer Psychoanalytische Pedagogik. At the 1984 congress of the Deutsche Gesellschaft fuer Erziehungswissenschaft the subject of psychoanalytic pedagogy was eventually taken up again and five years later Hans-Georg Trescher and Christian Buettner founded the Jahrbuch für Psychoanalytische Pedagogik. As far as the cultural background of the Institute is concerned, I can tell you—as I discovered on meeting Dr Walter—that such an openness to psychoanalysis has to do with the contacts established by its former director, Horst Rumpf, with the line of research developed at the Frankfurt Sigmund-Freud-Institut.
As Kurt Eissler sadly remarked in his 1966 book Sigmund Freud und die Wiener Universität, it was only in 1964, in Frankfurt and not in Vienna, that an institute with such a name could be founded, because of the antagonism towards Freud's work which for a long time characterized the academic life of his native town and country (2:157-78). As a matter of fact, the Zurich (and later American) model of close collaboration between psychiatry and psychoanalysis never really enjoyed much credit in the G