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The reader is made keenly aware of the thirty years of research, experience, and dedicated study in the field of psychoanalytical theory and practice that lie behind this book, which is a richly suggestive guide to approaches to the teaching of psychoanalysis. And it may be said that this experience, which is the point of departure for every part of the book, saves the author from a teaching method that might well have been too traditional and academic in its approach. In other words, he avoids the form of the classic lecture based on the transmission of knowledge and ideas of a historicocultural nature, and the elaboration of theoretical information, data and notions. We all know, and the Introduzione quite rightly makes this clear, that despite the fact that in Italy, psychoanalysis is taught and transmitted through traditional, university channels, the coursé is not officially called “Psychoanalysis”, as in other countries, but recourse is had to subsidiary titles such as the more simple “Psychology”, or “Clinical Psychology”, “Dynamic Psychology”, and “Theories of Personality”. Without question, this multitude of names used to pursue an aim which has its own name is indicative of a kind of uneasiness and embarrassment, almost as if, aware that psychoanalysis cannot be taught outside the setting, outside the dual relationship, people were trying to cover up, or distract one's attention from any attempt to teach psychoanalysis as a subject in itself, removed from the analyst's couch. Starting with the title itself, this is a surprising and original book, in that it substitutes the term directly deriving from psychoanalysis with a pre-analytical term, “awareness”, in which there is an implicit reference to the subject, and to the level of relationship the subject has with him/herself. From the opening lines, and throughout the book, there is a healthy distrust (which is practised as well as preached) of knowledge in its purely theoretical or book-learned forms, so