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The fifth publication of the Academy of Psychoanalysis compiles the proceedings of a symposium on psychoanalytic education which took place in 1961. In striking contrast to Psychoanalytic Education in the United States by Bertram D. Lewin and Helen Ross, which limited itself largely to a factual survey, this book is replete with speculations and recommendations relative to the future of our discipline. It contains proposals to the effect that psychoanalysis be revitalized by infiltration with the concepts and methods of other disciplines, that it be reorganized under different auspices, and that it be fused with other forms of therapy.
The theoretical papers that constitute the first part of this volume are concerned with education in a broad context. The authors consider the benefits that might accrue to psychoanalysis as a science from a scholarly study of its own history, from a wider acquaintance of psychoanalysts with recent advances in evolution, genetics, and physiology of the brain, from more critical attention to normative issues, and from the use of alternative psychological models.
Recommendations for reorganization run the gamut from proposing affiliations to suggesting their implementation. The variations on this theme which find expression point up the dissonance that can result when the disciplines clash. For example, some of the