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.
What follows is the outline of a project for a system of psychoanalytic education intended to resolve one of the major sources of the present-day difficulties in the development of an exciting, dynamic, creative atmosphere at psychoanalytic institutes. This project is geared to foster not only transmission of psychoanalytic knowledge and methods to a new generation of analysts, but also the development of new knowledge, and scientific and scholarly creativity, that would give psychoanalytic institutes the intellectual quality of a university setting. Numerous contributions in recent years have pointed to the stultifying nature of psychoanalytic education, and stressed a profound innovation in psychoanalytic education as an essential precondition for an effective response of psychoanalysis to the present-day challenges in its academic, scientific, social, and cultural environment (Auchincloss & Michels, 2003; Berman, 2004; Garza Guerrero, 2002a, 2002b, 2004; Kirsner, 2003; Levine, 2003; Meyer, 2003; Szecsödy, 2003; Thomä & Kächele, 1999).
I shall not repeat the well-known challenges to psychoanalysis as a treatment method from alternative, psychopharmacological and cognitive-behavioral, approaches, the questioning of psychoanalysis as a science in academia, the loss of prestige, and even the demeaning of psychoanalysis in contemporary culture. Solutions proposed to these challenges include the entrance or return of psychoanalysis to the university as an essential precondition for its development of a research dimension that would assure its position among sciences at its boundary region, and facilitate a true interdisciplinary enrichment of it (Glick, 2007; Levy, 2009; Michels, 2007; Paul, 2007; Wallerstein, 2007, 2009). Fostering the