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(1967). International Journal of Psychoanalysis. XLVI, 1965: Teachings and the Beginnings of Theory. Bertram D. Lewin. Pp. 137-139.. Psychoanal Q., 36:316.
Psychoanalytic Electronic Publishing: International Journal of Psychoanalysis. XLVI, 1965: Teachings and the Beginnings of Theory. Bertram D. Lewin. Pp. 137-139.

(1967). Psychoanalytic Quarterly, 36:316

International Journal of Psychoanalysis. XLVI, 1965: Teachings and the Beginnings of Theory. Bertram D. Lewin. Pp. 137-139.

Teaching and theorizing coincide, and teaching often leads to the production of good theory. For instance, Wolfgang Kohler's book on topological psychology grew out of the use of blackboard figures as illustrations that the author came to recognize eventually as representations of new and real concepts. Freud used diagrams of the psychic apparatus (The Interpretation of Dreams, The Ego and the Id, The New Introductory Lectures) that were useful to him as a teacher and to his pupils as frames of reference for many expositions. This is not to say that diagram-formation is theory-formation. But to teach well we must clarify and organize ideas, and the talent that comes to fruition in the classroom in clear and condensed presentation is often identical with the one that produces theory. Freud's theory of the instincts is called his Trieb-lehre. As lehre comes from lehren, meaning 'to teach', theory and teaching can be seen here nearly to coincide. At times a sort of regression can occur which results in undesirable reductionism both in theorizing and in teaching. Hartmann has stated this incisively in the remark that while quantum theory undoubtedly holds throughout the whole of nature, one would not wish to invoke it in the teaching of bridge building.

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Article Citation

(1967). International Journal of Psychoanalysis. XLVI, 1965. Psychoanal. Q., 36:316

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