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In the spring of 1971, modern psychoanalytic theory was introduced to the community in a series of sixteen lectures. This was the first step in the development of organized modern psychoanalytic teaching. Before the lectures, psychoanalysts trained in modern techniques had taught at psychoanalytic institutes and had conducted workshops, courses, and conferences in universities and social agencies, but resistances in administration, in fellow-faculty members, as well as in students were difficult to resolve.
The lecture series was followed by the founding of the Center for Modern Psychoanalytic Studies. Seven years have passed since this experiment in modern psychoanalytic education began. So far as we know, no other institute is studying how psychoanalytic skills are acquired in the classroom or how best to convey scientific precepts, integrate principles with concepts and translate theory into emotional discovery.
As faculty worked together to train candidates for teaching, research and psychoanalytic practice, blocks in learning about emotional conflicts, defenses and behavior were discovered. It became clear that teaching methods would have to confront these resistances to learning before content could be effectively conveyed.
An interesting class mixture resulted from the institute's policy of open admission to what was then called the preanalytic program. Students who had extensive analytic treatment prior to admission