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The invitation to write a paper on any topic of my choice that relates to developments in psychoanalysis over the last ten years is unusually generous, but it enjoins some care in distinguishing what is significant and of abiding interest or concern from the more transient or peripheral. Recently, together with Edward Weinshel, I wrote a comparable paper by invitation for the Psychoanalytic Quarterly, on The Future of Psychoanalysis (Wallerstein & Weinshel, 1989). There we developed our approach to that large canvas along six dimensions: the nature of psychoanalysis as a science, its nature as a discipline, psychoanalytic education and its relationship to the wider university world, the nature of psychoanalytic research, the nature and scope of professional practice, and the institutional expression of psychoanalysis in the International Psychoanalytic Association and its component organizations.
Here I want to focus on and develop further two of these—the nature and state of health of psychoanalytic education and of psychoanalytic research, both beset, I believe, by persistent and intractable problems and usually considered separately from one another, though they are clearly intricately interdependent. I regard this as particularly apposite to the task asked of me here