ABSTRACT
E. J. Anthony, in a paper discussing the relationship between psychoanalysis and learning, puts forward two models of the human being 'as a learner'. Directed thinking is dependent to a great degree on the development of the ego, whose function it is to help the growing child adapt to the demands of the real world, and thus whose job—from the beginning—has much to do with learning. Carl Jung himself found personal history and the story of childhood to be of less importance than the present, existential story. The structures that incorporate our humanity Jung named 'archetypes'. As the child becomes able to experience the 'real-mother's' responses to his actions, the archetypal dimension diminishes, and she becomes more human. Jung pays very little attention to developments occurring in the early years of life—both in his model of the human mind, and in his expositions of the processes of therapy and the therapeutic encounter.
