Curriculum

We are an evolving school, and our curriculum characterizes that. Originating in the work of Hyman Spotnitz and Phyllis Meadow, we now are working to grasp, in depth, a number of psychoanalytic schools of thought. How much does each theory of the mind contribute? How much are various methods of intervention differentiated from each other? Does one take precedence over the other? Is there an umbrella theory of both mind and method that is limited to one school, or ought we to aim beyond that? Since we answer in the latter, what would that entail, in terms of both knowledge and experience, ideas and being?

Our overarching questions, at this point in time, are threefold and inextricable from each other.

• What constitutes a psychoanalyst?
• What constitutes psychoanalysis?
• What constitutes a psychically sophisticated group and school?

To that end, our coursework currently moves outside of ideational categories of our discipline. Thus, it is determined by the ever-moving set of interests of our teachers, never failing to inhere our orienting questions.  Unlike ossified institute curricula, this prepares the candidate to move through our current place in history.

Examples of this orientation can be found in our Current Offerings.