Eifermann R R
Department of Psychology, Hebrew University, Mount Scopus, Jerusalem.
Int J Psychoanal. 1993 Oct;74 ( Pt 5):1005-15.
The neglected issue of teaching psychoanalysis to non-practitioners, specifically in the university setting, is addressed and a model is put forward, which recognises the many difficulties that are inevitable to such an undertaking. Evolved in the course of two decades of teaching psychoanalysis at the university, the model is based on the recognition of certain essential parallels, alongside evident differences, between the teaching and learning of psychoanalysis and the analytic process itself. As in analysis, the inevitable difficulties encountered in the teaching-learning process are treated in this model as integral to the process rather than as interfering with it. The analyst teaching psychoanalysis in accord with the model uses his/her skills to create an atmosphere in which the analytic stance is pervasive, which encourages the student to learn in an experientially-near way. Major features of the model are discussed, and ways of examining, evaluating and refining it put forward.
本文探讨了向非从业者（特别是在大学环境中）教授精神分析这一被忽视的问题，并提出了一个模型，该模型认识到此类工作不可避免地会遇到许多困难。该模型是在大学教授精神分析二十年的过程中逐步形成的，它基于对精神分析教学与学习过程和分析过程本身之间某些基本相似之处以及明显差异的认识。与分析过程一样，在这个模型中，教学学习过程中不可避免遇到的困难被视为该过程的一部分，而不是对其进行干扰。按照该模型教授精神分析的分析师会运用其技能营造一种氛围，使分析立场无处不在，鼓励学生以体验式接近的方式学习。文中讨论了该模型的主要特征，并提出了检验、评估和完善它的方法。
