ABSTRACT
The dialectics of skill and knowledge are inherent to all human learning in any discipline: scientific or humanistic. But in psycho-analytic pedagogy this takes on a very specific and special role because of the nature of the work (clinical analysis), the peculiar way of learning one's skill (being analysed), and the character of the theoretical data (metapsychology). The transference in the so-called training-analysis, if it demands a special type of ego-work from the analysand, also adds a special element to the analyst’s task of analysing. People have to learn how to dose the transference in the learning process so that it will not override the emergent personal style of the analysand with his own patients. The revolutionary aspect of Freud’s contribution to psychotherapy is that he allowed for the privacy of the relationship and time. Psychiatric nihilism has always masked itself with militant therapeutic intent, and insisted on merely eliminating symptoms.
