Camden Vera J
Int J Psychoanal. 2009 Oct;90(5):1123-37. doi: 10.1111/j.1745-8315.2009.00175.x.
Taking as my departure point Freud 's unequivocal claim in The Question of Lay Analysis that psychoanalytic education should include "the history of civilization, mythology, the psychology of religion, and the science of literature" (Freud, 1926b, p. 246), I advocate for an integration of psychoanalysis with the arts, the humanities, and the social sciences in psychoanalytic training. Foundations in these fields are not only acceptable as preliminary to clinical training but will also provide the diverse intellectual climate that is urgently needed in psychoanalytic institutes whose discursive range is often quite narrow. To provide one example of the salutary effect of such disciplinary integration on clinical practice, I illustrate how the transformative power of literature provides compelling metaphors for the psychoanalytic encounter. Through an example drawn from within my own experience as literary critic and psychoanalyst, I describe the ways that the troubling tensions in Milton's Samson Agonistes functioned to illuminate, for me, an analysand 's 'capital secret'.
以弗洛伊德在《外行分析问题》中明确提出的主张为出发点,即精神分析教育应包括“文明史、神话学、宗教心理学和文学科学”(弗洛伊德,1926b,第246页),我主张在精神分析培训中将精神分析与艺术、人文科学和社会科学相结合。这些领域的基础不仅作为临床培训的预备知识是可以接受的,而且还将提供精神分析机构迫切需要的多样化知识氛围,因为这些机构的话语范围往往相当狭窄。为了举例说明这种学科整合对临床实践的有益影响,我阐述了文学的变革力量如何为精神分析相遇提供引人注目的隐喻。通过从我作为文学评论家和精神分析家的自身经历中选取的一个例子,我描述了弥尔顿的《力士参孙》中令人不安的张力如何为我揭示一位分析对象的“核心秘密”。