ABSTRACT
Psychoanalytic literature is distinguished by the absence of formal statements articulating a philosophy of psychoanalytic education. Such a philosophy is clearly inherent in the time-tested tripartite system of psychoanalytic education and is demonstrated by shared educational practice in the carrying out of its three overlapping phases: the training analysis; the sequence of seminars constituting the theoretical phase; and the supervised analyses of the clinical phase (Goodman, 1977, pp. 11-47). Analytic writings also, of course, include questions and views that point toward an educational philosophy.
