ABSTRACT
In this chapter, the author discusses the question of psychoanalytic education from the perspective of a concerned critique and focuses on reflections regarding the different controversies related to the question of transmitting the psychoanalytic way of thinking. The emphasis on clinical psychoanalytic training has very positive aspects, but it has encouraged the “trade” side of psychoanalytic practice. Perhaps part of the responsibility for the impoverishment of psychoanalytic reflection and the conception of psychoanalytic education can be attributed to a certain deformed and restricted interpretation of the theories of object relations. The author emphasizes the academic character of psychoanalytic knowledge, marked by critical examination, thirsting for innovation and colored by an artistic type of inspiration. Rethinking psychoanalytic education implies reflecting again on the whole scientific life of a society. People, even those in the academic world, feel familiar enough with psychoanalytic concepts to recognize that they can contribute something new besides a simplistic explanation of the ways human beings feel.
