ABSTRACT
Subject to all the ideological, economic, and social pressures that control of a profession brings, professional training was developed in the twentieth century, seeking to distinguish itself from teaching, learning, and education, but keeping a link to each. A dominant logic of training would emerge depending on whether what was privileged was the subject’s relation to knowledge, to society, or the relation of knowledge to the profession. The rhetoric of the discourse of training takes up a way of thinking change, inherited from Aristotle: notions of transmission, quantity, quality, structure of knowledge, all occur in the schemas of his Physics. In preferring the workshop of the master craftsman to the laboratory in training the analyst, as in “the noble crafts of yore”, Max Eitingon followed the principle of “one trains”. Jacques Lacan founded a single institution, the working objectives of which were in-dissociable from the training it dispensed.
