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Individuals are bound to have opinions on all sorts of matters and it becomes a task of introspection and integrity to distinguish between rationalisation of one's intuitive preferences and derivation of implications from one's theoretical convictions. The psychoanalyst's area of expertise is a very narrow one, namely the conducting of psycho-analytical treatments. But the view of life it affords is such a unique one, and so breath-taking in its vista, so sharp in its detail, than the analyst can easily forget the narrowness of method by which the other qualities are purchased.
Therefore psycho-analysts, even more than other scientists—and perhaps in this way like philosophers—are easily drawn out of their laboratories to sermonise, blinking in the unaccustomed limelight. What they have to say must be taken as compounded of concern, deep wisdom and practical ignorance, even where accurate drawing of implications has not given way to partisan rationalisation of intuition.
What is to follow is the distillation from lectures and related seminars for experienced primary school teachers training for work with malajusted children, given at the invitation of the Institute of Education of London University. The emphasis is on the age groups corresponding to latency (6-10), puberty and early adolescence (11-17), and late adolescence (17-25). In discussing the relation of choice of pedagogic method to psychosexual development, I want to concentrate on several different areas of education:
skills
information
social integration with peers
relation to authority and teaching figures
thirst for knowledge
imagination