ABSTRACT
Rapaport (Schafer, 1983) oen referred to his work as “thinking about thinking; he could envision nothing more worthwhile” (p. xi). Rapaport’s student, Schafer, continued this cognitive project “now, however, in connection with the clinical analyst at work” (p. xi). My treatise, too, constitutes an investigation of psychoanalytic thinking. Like Schafer’s contribution, this book is also about the clinical analyst at work, albeit in a wider range of settings, including the consulting room, writing room, classroom, and professional associations.
