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Observations of students in supervisory training can provide essential data for a psychoanalytic theory of learning. The question is raised: how does the student learn in supervision? The dynamics of the supervisory constellation offer conditions favourable for experiential learning. This form of learning
is impressionistic, which makes its objectification difficult. The complex factors which comprise the supervisory constellation and obstruct the supervisor's judgement are reviewed. The so-called syncretic dilemma, which is responsible for misconceptions, is discussed. Two clinical examples demonstrate another difficulty: the influence of supervision on the patient's analysis.