FREUD - Psychoanalysis Should Be Taught at The University
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ScribdTranslationsFREUD - Psychoanalysis Should Be Taught at The University
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ScribdTranslationsShould psychoanalysis be taught at the university?
(1919 [1918])
Introductory note
The question of whether it is advisable or not to teach psychoanalysis at university can be approached from
two points of view: that of the analysis itself and that of the university.
It is undeniable that the incorporation of psychoanalysis into university education would mean a
moral satisfaction for every psychoanalyst, but it is no less evident that this can, for its part,
to do without the university without compromising their education. Indeed, the theoretical orientation
that is essential for him, obtained through the study of the respective bibliography and, more
specifically, in the scientific sessions of psychoanalytic associations, as well as through contact
personal with the oldest and most experienced members of these. Regarding their experience
In practice, apart from acquiring it through your own analysis, you can achieve it through treatments.
conducted under the control and guidance of the most recognized psychoanalysts.
These associations owe their existence precisely to the exclusion that psychoanalysis has been.
object for the university. It is evident, then, that they will continue to serve a useful function as long as
maintain said exclusion.
2. As far as the university is concerned, the issue comes down to verifying whether, in principle, it is willing
to recognize the importance of psychoanalysis in the training of the doctor and the scientist.
If so, you will have to find a way to include it in your teaching.
The importance of psychoanalysis for medical and university education is based on the following:
a. With good reason, in recent decades the training of doctors has been criticized for being oriented
unilaterally towards the student in anatomy, physics, and chemistry, failing to point out, on the contrary,
the importance of psychological factors in vital manifestations, in disease and in
the treatment. Such a gap in medical training is felt later as a glaring defect in
professional performance, which is not only expressed in the complete lack of interest in those problems that
they are precisely the most interesting in the existence of the human being, whether healthy or sick, but
it also hinders the therapeutic action of the doctor, to the point that the patient will show more
susceptible to the influence of any healer or charlatan.
Such a sensible defect in teaching led, quite some time ago, to the incorporation of chairs of
medical psychology in its plans, but while the courses offered were based on the
scholastic psychology or experimental -dedicated to a merely fragmentary approach- could not
satisfy the needs raised by the student's training nor could relieve him of access to the
problems in life and in their profession. For such reasons, these forms of medical psychology do not
they managed to maintain their place in the teaching plans.
The creation of a chair in psychoanalysis, on the other hand, could well respond to these demands. Before
to expose psychoanalysis itself, an introductory course would be necessary dedicated to addressing the
relationships between psychic life and somatic life, the foundation of any psychic treatment, to teach
all forms of suggestive therapy, demonstrating that, ultimately, psychoanalysis
constitutes the term and culmination of all psychotherapy. In fact, compared to all the others
systems, psychoanalysis is the most appropriate to impart to the student a comprehensive knowledge of 1a
psychology.
b. Another function of psychoanalysis is to provide a preparation for the study of
psychiatry. In its current form, it has a merely descriptive character, as it only shows the
student a series of clinical cases and empowers him to distinguish among them those that are incurable or
those that pose social risk. Their only connection with the other branches of medical knowledge lies
in! the organic etiology and in the anatomical-pathological findings, while it does not facilitate the
less understanding of the observed facts. Only deep psychology can provide such
understanding.
As far as I know, in the United States it has already been recognized that psychoanalysis
-first essay on deep psychology- successfully addresses this still unresolved sector of psychiatry.
Consequently, many medical schools in that country offer courses in psychoanalysis as
introduction to psychiatry.
The teaching of psychoanalysis should develop in two stages: an elementary course, intended for
all medical students, and a cycle of specialized conferences for psychiatrist doctors.
c. When investigating psychic processes and mental functions, psychoanalysis adheres to a method
particular, whose application in no way is limited to the field of psychic functions
pathological, but also concerns the resolution of artistic, philosophical, or religious problems,
providing in this regard multiple new approaches and important revelations for history
from literature, mythology, the history of cultures, and the philosophy of religions. Therefore,
this general course should also be accessible to students of such branches of science. It is
It is evident that the stimulation of the latter by analytical ideas will contribute to creating, in the sense
of the university of letters, a closer union between medical science and the branches of knowledge that
correspond to the field of philosophy.
In summary, it can be asserted that the university can only benefit from the assimilation of
psychoanalysis in its curricula. Naturally, its teaching can only have a character
dogmatic-critical, through theoretical classes, as it will never, or only in very special cases, offer the
opportunity to conduct experiments or practical demonstrations. For the purpose of the research that
it must be carried out by the psychoanalysis teacher, it will be sufficient to have an external office that
provide the necessary material, in the form of the so-called 'nervous' patients, while for
To fulfill the assistance function of psychiatry, an inpatient service must also be available.
It should be addressed the objection that, with the teaching outlined here, the medical student never
one will be able to thoroughly learn psychoanalysis. Indeed, this is the case if we tackle the practical exercise of
analysis, but for this case it will be enough for him to learn something about psychoanalysis and assimilate it. On the other hand, the
university education also does not make the medical student a skilled and capable surgeon
face any intervention. None of those who come to surgery by vocation will be able to evade, to
his further training, working for several years in a specialized institute.
