This paper originated in a series of dialogues between the authors, focused on the present problems (and their potential solutions) of international and particularly American psychoanalytic education. Both authors have been involved in psychoanalytic education and psychoanalytic governance over many years, and share a concern for where psychoanalysis is standing presently and where it is going. They also have been involved in academic pursuits situated at the boundary between psychoanalysis as a clinical activity, and as a theme of university based academic studies. Having been involved in the leadership of both psychoanalytic and psychiatric organizations, and sharing an interest in organizational theory, both authors have an additional interest in the institutional aspects of psychoanalysis.

In spite of different positions and views within psychoanalytic politics, both authors have been able to reach a joint perspective. This paper spells it out in some detail. This paper reviews the current status of psychoanalysis in the world; dominant conflicts of psychoanalytic societies and institutes; a major proposal for change, and some practical recommendations. Its major focus centers on the structure and function of psychoanalytic institutes, and of the relationship of psychoanalysis to universities. We believe that we have developed a model structure for fostering innovation as well as quality control that can support the changes in psychoanalytic education that we consider urgent and indispensable for the future of psychoanalysis.