Eric Mendelsohn (2005) emphasizes the value of analysts' learning from patients, optimal ways of working with them psychoanalytically. He exhibits a healthy skepticism about traditional methods of learning tobe a psychoanalyst, with particular caution about identifying with strong teachers or all-too-clear systems of thought. He fears this may inadvertently create a kind of fundamentalism and a parallel loss of analytic spontaneity. The author agrees with much of Mendelsohn's thesis but has some concern about going too far in the direction of promoting spontaneity, as this ethos too can reflect an inclination to idealize charismatic teachers who specialize in breaking the rules. He suggests that an emphasis on analytic spontaneity is best acquired after some reasonable period of working as at least a somewhat reserved and cautious young analyst.