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THE GRADIENT FOR LEARNING, IN THE NORMAL COURSE OF EVENTS, extends from the experienced adult to the inexperienced child, and this proclivity then becomes a built-in model for the transmission of knowledge. Extrapolated to the professional sphere, the same inclination is assumed to hold: that professionals who work with children derive their knowledge base from those who work with adults, whether they be child psychiatrists, child analysts, or pediatricians. In psychoanalysis, however, where the nuclear tenet is that the child is father to the man, one would take it for granted that the analysis of children, together with the analytic observation of children, would have something basic to offer that might not otherwise be available. For the field to advance as a whole, there needs to be an essential understanding between the two component parts and for this to happen, competition must be eschewed, efforts must be cooperative. Adult and child analysts must work together in professional synergy.
In some institutes, unfortunately not all, continuous case seminars are conducted jointly by an adult and child analyst, and this is what takes place in my institute. Candidates soon learn that the retrospective and prospective analytic vision brings different