Wallerstein Robert S
Int J Psychoanal. 2012 Apr;93(2):377-99. doi: 10.1111/j.1745-8315.2011.00547.x. Epub 2012 Feb 2.
Although Freud had aspirations of a university structure for psychoanalytic education the sociopolitical structure of the Austro-Hungarian empire precluded this, and psychoanalysis developed by default in the central European heartland within a part-time, private-practice educational structure. With its rapid spread in the post-World-War-II United States, and its ready penetration of American academic psychiatry, a counter educational structure arose in some quarters: the department-of-psychiatry-affiliated institute within the medical school. This article outlines beyond these other, more ambitious, academic vistas (the David Shakow model, the Anna Freud model, the Menninger Foundation, Emory University (USA), AP de BA (Argentina)); conceptions even closer to the ideal (idealized) goal of full-time placement within the university, with strong links to medicine, to the behavioral sciences and to the humanities. The putative advantages of such a structure are presented.
尽管弗洛伊德曾期望建立一个大学模式的精神分析教育体系，但奥匈帝国的社会政治结构使其未能实现，于是精神分析在中欧中心地带以兼职私人执业教育结构的形式默认发展起来。随着精神分析在二战后的美国迅速传播，并顺利融入美国学术精神病学领域，一些地方出现了一种与之相对的教育结构：医学院内附属精神病学系的研究所。本文概述了除其他更具雄心的学术前景（大卫·沙科夫模式、安娜·弗洛伊德模式、门宁格基金会、美国埃默里大学、阿根廷AP de BA）之外的、更接近在大学全职任职这一理想（理想化）目标的构想，这些构想与医学、行为科学和人文学科有着紧密联系。文中还介绍了这种结构假定的优势。
