Dougherty Mary
C. G Jung Institute, Chicago, Illinois, USA.
J Anal Psychol. 2008 Nov;53(5):607-14. doi: 10.1111/j.1468-5922.2008.00753.x.
Kernberg and others have observed that psychoanalytic education has tended to promote the acquisition of theoretical knowledge and clinical technique within an atmosphere of indoctrination rather than of exploration. As a corrective, he proposed four models that correspond to values in psychoanalytic education: the art academy, the technical trade school, the religious seminary and the university. He commended models of the university and art academy to our collective attention because of their combined effectiveness in providing for the objective and subjective education of candidates: the university model for its capacity to provide a critical sense of a wide range of theories in an atmosphere tolerating debate and difference, and the art academy model for its capacity to facilitate the expression of individual creativity. In this paper, I will explore the art academy model for correspondences between artistic and analytic trainings that can enhance the development of the creative subjectivity of psychoanalytic candidates. I will draw additional correspondences between analytic and artistic learning that can enhance psychoanalytic education.
克恩伯格等人观察到，精神分析教育倾向于在灌输而非探索的氛围中促进理论知识和临床技术的习得。作为一种纠正措施，他提出了四种与精神分析教育价值观相对应的模式：艺术学院、技术贸易学校、宗教神学院和大学。他推荐大学和艺术学院模式，因为它们在为候选人提供客观和主观教育方面具有综合效力：大学模式因其能够在容忍辩论和差异的氛围中提供对广泛理论的批判性认识，而艺术学院模式因其能够促进个人创造力的表达。在本文中，我将探讨艺术学院模式，以寻找艺术训练与分析训练之间的对应关系，这些对应关系可以促进精神分析候选人创造性主体性的发展。我还将找出分析学习与艺术学习之间的其他对应关系，以加强精神分析教育。
