Kant's Opus Postumum and McDowell's Critique of Kant

In this article, I have a modest goal: (1) to sketch how Kant can avoid the charge of “subjective idealism” advanced against him by John McDowell and (2) to do so with reference to Kant's last work, the so‐called Opus Postumum. I am interested in defending Kant on this point because doing so not only (a) shows how we need not—at least not because of this point about idealism—jump ship from Kant to Hegel (as McDowell and others think), but also (b) suggests that the Opus Postumum is a text that ought to be explored more by Kantians and those interested in Kant. A subsidiary, implicit point is that (c) we need not shy away from McDowell's reading of Kant in order to oppose McDowell's criticism of Kant. In order to defend against McDowell's charge, I focus on the argument of the Refutation of Idealism, showing how this argument evolves in Kant's later works, especially the Opus Postumum.     

Psychoanalytic observation

The recent focus on empathy as the essential activity in psychoanalytic data gathering has underemphasized the complexity of psychoanalytic observation and has failed to identify what truly makes it unique among modes of psychological investigation. It is a process that includes introspection and empathy. However, it also includes the analyst's observation of the patient's behavior, and particularly verbal behavior, in a way that is not necessarily empathic. The psychoanalytic use of introspection and behavioral observation together, as they are modified by the analysand's free association and the analyst's evenly hovering attention, provides a unique method of data gathering. The transient, mutually related regressions of analyst and analysand which partly constitute the analyzing instrument modify the field of observation available to both, providing better access to derivatives of the analysand's unconscious mental functioning. This more complex concept of psychoanalytic observation, as opposed to that in which empathy is predominant, has important implications for psychoanalytic training, clinical work, and theory.     

Psychoanalytic process

Differing concepts of psychoanalytic process and views of its "locale" are related to how essential the interactivity of the analyst is judged to be. Scientific scrutiny of clinical psychoanalysis requires that the interactive nature of the process be recognized. In this endeavor the concept of "process model" is helpful, as is the view of psychoanalysis as a form of treatment in which therapeutic process and therapeutic agent are distinguished.     

My Psychoanalytic Journey

I am grateful to the editors of Psychoanalytic Inquiry for inviting me to participate in this retrospective issue on our collective psychoanalytic journeys. Life proceeds, both personally and professionally, in such a dense rush that this has provided a precious opportunity for me to take a longer view. Histories of persons, of nations, or of disciplines can be told in many different ways. The most compelling narrative of my own psychoanalytic history, from my current vantage point, is one with not too many surprises but with continuity and progressive deepening and enrichment.     

Psychoanalytic controversies contextualized

Psychoanalytic disagreements are famously heated, polarized, and prolonged. These controversies are often the reflection of a shared agreement by the participants to engage in debate at an abstract level far removed from the clinical context in which the disagreement first arose. As a specimen example of such disputes, a case report by Patrick Casement is examined, together with a series of polemical discussions it inspired concerning physical contact suddenly demanded by an analysand in session. Over two dozen authors were almost evenly divided on whether to agree with Casement's technical conclusions, but showed a disquieting indifference to the detailed information available in his report regarding how this clinical crisis developed. The substantive merits of the contending arguments are not at issue; rather, the point is to demonstrate the crucial need to refine a methodology of contextualization to clarify inferential assumptions in clinical discussions. Premature truth claims might then give way to a more rational comparison of the clinical sources of divergent opinions. The term contextual horizon is introduced to facilitate an understanding of how the psychoanalyst makes inferences from the patient's associations.     

Psychoanalytic aims and attitudes

This paper explores distinctions and relationships among psychoanalytic aims, psychoanalytic attitudes, and psychoanalytic techniques. The author proposes that these distinctions can illuminate a number of important tensions and problems within our clinical theories.     

Psychoanalytic training today.

Psychoanalytic education in the United States faces multiple challenges as we enter the last decade of this century. (1) Changing interest and career path patterns for psychiatrists have resulted in fewer medical applications for psychoanalytic training. (2) Increased opportunities for full psychoanalytic training of nonphysicians have resulted in increased applications from highly skilled clinicians who often have more clinical experience than their medical colleagues. (3) Increased enrollment of women candidates has required rethinking of progression requirements, in light of their combined careers as professionals and mothers. (4) Independent institutes not accredited by the American Psychoanalytic Association compete for applicants while maintaining training standards that require less time and immersion in psychoanalytic theory and practice. (5) Economic factors increasingly influence the desirability of prolonged psychoanalytic training and the availability of suitable analysands for control analyses. (6) Evolution of theory and practice and the emergence of "new schools" of psychoanalytic thought have rendered the previous psychoanalytic landscape dominated by drive theory and ego psychology more multifaceted and less uniform. The American Psychoanalytic Association and its institutes attempt to understand these changing patterns and take them into consideration in the design and implementation of psychoanalytic training programs. Only one aspect of this complex situation will be described in this work, the current state of psychoanalytic training in the 28 institutes accredited by the American Psychoanalytic Association. Although the data available at this time leave unanswered many important questions about the philosophies that organize the content and emphases of the curriculum in different institutes, much has been learned about the overall structure of psychoanalytic training programs.     

Psychoanalytic Understanding of Religion

This essay reviews classical psychoanalytic theory and its derivatives—in ego psychology, object relations theory, and self psychology—for their current contributions to understanding the religions of individuals. It is argued that these approaches involve both hermeneutic and critical analyses of the unconscious as it manifests itself in religion.     

A Psychoanalytic Moveable Feast

The author describes his development as a psychoanalyst. He describes the weaving of his formative experiences into a source of motivation in the pursuit of psychoanalysis as a vocation. He describes the gradual development of the ability to utilize the synergism of the evolution of his self-analysis, clinical experience, and psychoanalytic knowledge in the evolution of his work as a psychoanalyst.     

Developing a Psychoanalytic Practice

Abstract

This paper examines two methods of developing a psychoanalytic practice. The first is an “internal” approach that helps a patient make the transition from therapy to analysis with the same analyst. This may be accomplished by attenuating the patient's unconscious fears of analysis as a facilitator of an anticipated regressive loss of control and as a reactivator of feared desires and impulses. Increased motivation for analysis may also result from a therapy that leads the patient to an awareness that an ongoing level of distress is internal, together with the experience of a deepened therapy and of the analyst as safe and potentially providing relief. The second method of developing an analytic practice is an “external” approach that provides others, such as analytic, mental health, medical, and academic colleagues, an experience of the analyst as person and some idea of the type of work he or she does.     

Psychoanalytic aspects of inpatient treatment

This paper looks at the experience of inpatient hospital treatment at the Cassel Hospital and how formal psychoanalytic psychotherapy, with its emphasis on the transference and the inner world, fits into that context and orientates itself to some of the realities of the setting. It outlines how psychotherapy and nursing can work to inform and enrich each other, and what is psychoanalytic about the overall work. A bridge of understanding is built using the patients' perceptions of, adjustment to and conflict about the inpatient setting, and the affective impact of the processes on patients and staff alike. Two clinical examples of severe child abuse family cases are given, the first of Munchhausen syndrome by proxy, the second in which a baby sibling had been killed. They show how in-depth psychoanalytic work with mother and child and individual psychotherapy of the child can be combined with psychotherapy of the parents and intensive work in the therapeutic community. Such a combination can contribute, even in cases of severe pathology, to the development of the relationship between mother and child and promote successful rehabilitation in the outside community.