Subjective education in analytic training: drawing on values from the art academy.
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.
Dougherty
Mary
M
C. G Jung Institute, Chicago, Illinois, USA.
D001154:Art; D003405:Creativity; D003479:Curriculum; D006801:Humans; D011572:Psychoanalysis / Q000193:education*; D011574:Psychoanalytic Theory; D011575:Psychoanalytic Therapy / Q000193:education; D012945:Social Values; D014495:Universities