教育における転移と逆転移

献身的な教師の挫折

抄録

Freud's concept of transference and counter-transference teaches us why the pedagogical relationship of a type of student and his “devoted teacher” gets complicated. The expectations of a type of student toward his teacher as well as those of the teacher toward his poor student become out of proportion to what actual pegagogical situations warrant. As a consequence, both will remain ultimately unsatisfied. In their partnership, both the student and his “devoted teacher” are destined to be badly disappointed. In his present relations with the teacher, the student undergoes an emotional conflict similar to what he had already experienced with his parents. The “devoted teacher” will be inevitably involved in this same conflict because he himself is also neurotic.
In this paper I will clarify that the eagerness of the “devoted teacher” arises from the “unrecognized counter-tranference” which, in turn, derives from his narcissistic desire. I will also refer to the dual tendency in pedagogical attitude which becomes especially conspicuous in a comparison of Freud's and modern attitudes toward counter-transference.