You do not currently have permission to view the full text for this document. Please sign in to an account with an active subscription or contact support.
The authors recount limitations of their early experiences as teachers without the benefits of the modern analytic group understanding of countertransference and without the applications of the concept of the class as a group. They describe how developments in the fields of education and modern psychoanalysis stimulated developments in their own awareness of the significance and usefulness of countertransference experiences for the teacher-educator as for the modern analytic group leader, and enriched their experience of teaching. A review of the literature in education and modern psychoanalysis on the subject of countertransference is summarized and anecdotes are given.