Volume 12 Number 3December 2005

emotion, graduate seminar, Mark Fisher, neuroscience, politics, psychoanalysis, psychohistory, social science, teaching, UCLA

This article presents an October 2005 email correspondence in which Mark Fisher, a neurologist and political scientist at the University of California, Irvine, asks Peter Loewenberg, a historian and psychoanalyst at UCLA, how to teach a spring 2006 graduate seminar, “Emotion and Politics: Neuroscience and Psychoanalytic Contributions,” to political science students new to psychoanalysis. Loewenberg recommends a few case studies built on material students already know, rather than a lengthy introduction, and favors Szaluta’s Psychohistory over Brenner’s clinical text. His suggestions include the Woodrow Wilson case, drawing on the study by George and George, the exchange with Ed Weinstein and Arthur Link over Wilson’s strokes, and Michael Marmor’s article “Wilson, Strokes, and Zebras”; Max Weber’s The Protestant Ethic and the Spirit of Capitalism read against Fenichel and Reich on character; Freud on group psychology for charisma and “Those Wrecked by Success” for Nixon and Clinton; his own work on the Nazi youth cohort; Joel Williamson’s 1997 Journal of American History essay on lynching with its published referee reports; and assisted dying. A framing introduction presents the exchange as an unaltered example of collegial consultation. The conclusion contends that interdisciplinary work is often honored in the breach because departments control teaching and promotion, maintains that psychoanalysis can link medicine and social science, and calls for scholars trained in both humanistic and scientific inquiry.

achievements, pedagogy, psychobiography, psychohistory, Ramapo College, reflection, success, teaching

In this article, part of the Teaching Psychohistory special issue, the author, a professor at Ramapo College with thirty-three years of teaching and a background as a psychotherapist, reflects on his own pedagogy. He describes himself as a connected teacher, citing Belenky and colleagues in Women’s Ways of Knowing. He attributes his success to enthusiasm and to building trust and a sense of shared experience in the classroom. He identifies three missions. The first is epistemic: encouraging students to ask how they know what they know. The second is reciprocal outreach between classroom and community, in which he brings clinical experience into the fieldwork component of a Substance Abuse course and his knowledge of human sexuality into the Human Sexuality Program at UMDNJ, Robert Wood Johnson School of Medicine. The third concerns voice. In a Feminist Epistemology course he uses Carol Gilligan’s In a Different Voice, popular music, and his own poetry. He also describes commitments to authenticity, drawing on Parker Palmer’s The Courage to Teach and Gilligan’s The Birth of Pleasure. He describes an ethic of grading students honestly rather than seeking popularity. He also stresses transparency and storytelling, illustrated by his dramatized telling of Otto Loewi’s dream and Nobel Prize–winning experiment, which he follows with critical deconstruction. Two of his poems appear in the text. He concludes that his guiding principle is to treat each student as a person, never as a category.

clinicians, human condition, postgraduate education, psychohistory, Psychohistory Forum, scholars, terminal degrees, UCLA

In this article, the author, founder and convener of the Psychohistory Forum, recounts nearly three decades of providing postgraduate education in psychohistory. The author contends that psychohistory is seldom taught in graduate schools apart from the UCLA program, and reports that most scholars and clinicians come to it after earning their terminal degrees. The article sets out the Forum’s mission, which supports Clio’s Psyche: enlarging and disseminating applied psychoanalysis, political psychology, psychobiography, and psychological history in non-technical language, networking colleagues across distances, and recording the history of the field. It describes the Forum’s interdisciplinary membership, citing the professional makeup of a September 17, 2005 seminar on the 1970s, guilt evasion, narcissism, permissiveness, and Watergate. It also describes the Saturday Work-In-Progress Workshops held in New York City five or six times a year. Through a midwifery metaphor, it characterizes the workshops as leaving the presenter in control of the subject while the group deepens the presenter’s understanding, attends to transference and countertransference, and discourages criticism of the presenter. It states the Forum’s governing principles, including a preference for case studies and respect for individual approaches, and discusses the relation of the Forum to Clio’s Psyche, founded in 1994, and the role of a new website and electronic meetings. It concludes that psychoanalysis is a vital but not the only tool in building the psychohistorical paradigm.

Department of Educational Studies, England, Holocaust, Is There a Place for Psychohistory in the Classroom?, London, methodology, psychohistory, students, teaching, twenty-year career, University of London

In this article, the author recounts her first experience of teaching psychohistory, a two-month unit on the Holocaust for freshman high school history students in London in 1998, and reports on her motivation, method, and the outcome. She attributes her interest to her own engagement with dreams and Jungian analysis, to her private reading in psychohistory and Holocaust accounts, and to her students’ questions about why Hitler hated the Jews and why so many Germans carried out his orders. She maintains that British and American textbooks leave these questions unanswered. She describes a 1997 workshop run by Facing History and Ourselves and Paul Elovitz’s “The Holocaust in the Classroom,” which recommends defense mechanisms as teaching concepts, as the influences behind a coursework assignment for the General Certificate in Secondary Education examination in Modern European History. The assignment drew on Nazi perpetrator testimony, including Gitta Sereny’s Into the Darkness and Klee, Dressen, and Riess’s The Good Old Days. She recounts her sequence of teaching: students review textbook explanations, an island diagram contrasts surface explanations with unconscious motivations, defense mechanisms are illustrated with an example from her own life, and small groups discuss the documents. She reports student feedback describing perpetrators as ordinary people and citing gains in self-understanding. She concludes, as in her master’s dissertation Is There a Place for Psychohistory in the Classroom?, that psychohistory has a place in the classroom and that examination boards in the government-regulated British system can approve such assignments.

achievements, dark, fears, individual, intellectual, illusions, poem, psychohistory, pressure, shadows, temptations

Adolf Hitler, disappointments, feelings, historical subjects, Hitler, Holocaust, modern European history, movements, psychohistory, students

In this article, the author, a teacher of modern European history for thirty-eight years, reflects on using disappointment as a way into teaching Adolf Hitler and Nazi Germany. Drawing on a course on Nazi Germany and the Holocaust co-taught in 1992, the author recounts that students engaged with Hitler and the genocide of Europe’s Jews more deeply than with the First World War, and reports feeling disappointed by this. The author describes asking the class to discuss their own disappointments and then relating these to losses in Hitler’s early life, including school and artistic failure, his mother’s death, and Germany’s defeat. Students’ responses included discomfort at feeling empathy, questions about why the young Hitler felt entitled to what he was denied, and a growing sense of ideology as a logical, though not necessarily rational, response to anger and frustration. The author notes the class agreed that an ideology must connect with people’s existing beliefs and prejudices in order to succeed. The author maintains that instructors learn from their students and that teaching Nazi Germany draws on the instructor’s affective life as well as analysis.

abnormal psychology, clinical practice, empirical principles, generalize findings, hypothetical possibility, neophyte psychotherapist, personality theories, psychohistory, social psychology, subtle application, teaching

In this article, the author recounts how, over about thirty years of college teaching, he moved from reluctance to extend psychology course content beyond its direct applications to integrating psychohistory into his courses. He reports encountering an article by Paul Elovitz and then Clio’s Psyche, his initial skepticism about whether psychohistory was too speculative, and his reading of Freud, Fromm, Horney, object relations theorists, and Erikson, along with Spence, Bettelheim, and Ernest Becker on metaphor and validation. He recalls finding Erikson’s study of Luther and Freud’s biography of Leonardo da Vinci well founded. He concludes that evidence and validation can be reached through reasoned argument and logical analysis without quantification. He then describes his classroom practice in Introduction to Psychology and Social Psychology. He asks students to consider the Bush administration’s expectations for order in postwar Iraq in light of research on crowding and group behavior. He asks which public figures fit the self-actualized and authoritarian types and whether the Patriot Act fits that discussion. He has students evaluate the jury system against research on group decision-making and consider questions of persuasion and leadership. He also assigns analytic essays on public figures. He cautions that conclusions about a person drawn from observation are not definitive.

asynchronous, course materials, identification number, Internet, online classes, password, psychohistory, synchronous, University of Connecticut, WebCT

This interview, part of the Teaching Psychohistory special issue, presents Paul H. Elovitz questioning Ken Fuchsman about teaching college courses online. Fuchsman describes the asynchronous format at the University of Connecticut, where classes are capped at about twenty-five, discussion postings are mandatory, and a distance education office reviews course materials in advance. He contends that online teaching moves the focus from lecturer to student interaction, requires active participation, allows longer and more reflective discussion, and attracts mostly working adults. He acknowledges the loss of body language and spontaneous group interaction. Asked about fraud and plagiarism, he maintains that comparable problems exist in face-to-face classes and that weekly writing makes substitution burdensome. He reports higher grades among his online students and cites studies in the Journal of Asynchronous Learning Networks that found online learning outcomes equal or superior to in-person outcomes. He also describes his interdisciplinary course on the family, including student critiques of Jessica Weiss’s To Have and To Hold. In psychoanalytic terms, he reports that online students often cast him as a judging authority figure, while his own transference and countertransference are less active online. He relates ego strength and the superego to success in online study. He says psychohistory enters his online courses indirectly, through attention to family conflict, and recalls teaching psychobiography of twentieth-century political leaders in a history course, “Personality and Power in the Twentieth Century.” He concludes that he values online teaching and will teach both online and in person.

Brother Animal: The Story of Freud and Tausk, C. G. Jung, disparate sources, dense controversies, Erich Fromm, Erik H. Erikson, major thinker, memorial, personality, Paul Roazen, psychohistory, role model, Sigmund Freud, twentieth century

In this article, a memorial tribute to the psychoanalytic historian and political scientist Paul Roazen, the author recounts his student and collegial relationship with Roazen at York University in Toronto. The author describes reading Brother Animal at age twenty, after Erich Fromm’s account of Freud’s personality, and then reading Freud: Political and Social Thought and Freud and His Followers. These books led him to study the history of psychoanalysis and its applications to politics, history, and religion. He recalls Roazen’s wide-ranging, loosely organized lectures, his combination of candor about Freud’s shortcomings with admiration for Freud’s originality, and his warmth and generosity in person. He also recalls occasions when Roazen’s temper in class taught him not to idealize teachers. The author reports discussions of Fromm and Marcuse and disagreements over Roazen’s biography of Helene Deutsch, which he considers too sympathetic, and his study of Erik Erikson, which he considers too harsh. He describes a 1992 dinner at which Roazen reacted with hostility to his presentation on R.D. Laing, and Roazen’s partial softening after the author’s Laing book was reviewed. The author maintains that the history of psychoanalysis should not be left to analysts, credits Roazen with changing the field, and faults his treatment of religion and epistemology. He concludes that Roazen’s contributions outweigh his limitations and that everyone working in the field is in his debt.

Brother Animal: The Story of Freud and Tausk, Erik H. Erikson: The Power and Limits of a Vision, Freud and His Followers, Freud: Political and Social Thought, Helene Deutsch: A Psychoanalyst’s Life, historiography of psychoanalysis, political psychology, political theory, psychoanalysis, psychoanalytic movement, psychohistory, trauma of Freud

This bibliography, credited to Daniel Burston and Paul H. Elovitz and printed in the journal’s memorial section for Paul Roazen, lists Roazen’s authored books in chronological order, from Freud: Political and Social Thought (1968) to titles in press and forthcoming. It includes works on Freud and his circle, among them Brother Animal, Freud and His Followers, and Helene Deutsch: A Psychoanalyst’s Life. It also lists studies of Erik Erikson, Sandor Rado, Edward Glover, and Eduardo Weiss, along with Canada’s King and books on political theory and the psychology of the unconscious. Coauthored and French-language titles are marked. The list omits edited books. It states that many of the books have been republished, often by more prestigious presses, and translated into various languages. It also thanks a member of Roazen’s family for supplying the résumé on which the list is based.

American Imago, American Psychoanalytic Association (APsA), Columbia University Center for Psychoanalytic Training and Research, history of psychoanalysis, Institute for Psychoanalysis, The International Journal of Psycho-Analysis, interview, The Journal of the American Psychoanalytic Association, Psychoanalysis and Psychotherapy, Psychoanalysis, Culture and Society, psychoanalytic studies, psychohistory, Sarah Lawrence College, Studies in Gender and Sexuality

This interview with Elisabeth Young-Bruehl, conducted in fall 2005 by Judith Harris and Paul Elovitz, follows a biographical introduction covering her doctoral study under Hannah Arendt, her psychoanalytic training, and her books, including Hannah Arendt: For Love of the World and Anna Freud: A Biography. Young-Bruehl recounts how her analysis with Hans Loewald and the invitation to write the Anna Freud biography moved her from philosophy into clinical work, and she describes psychoanalysis as a way of life. She names The Anatomy of Prejudices, with its typology of hysterical, obsessional, and narcissistic characters first advanced in Creative Characters, as her most original contribution. She also outlines projects on the history of psychoanalysis and of the discovery of child abuse. She argues that psychoanalysis and psychohistory over-generalize by seeking a single answer to questions of why. She cites The Authoritarian Personality as an example, favors Weberian ideal types, and faults the first-person turn in psychobiography. She also discusses what she calls childism, diversity in women’s development, Anna Freud’s idealization of her father, the multiple ingredients of therapeutic action, Arendt on forgiveness and Truth and Reconciliation commissions, and splits in psychoanalytic organizations. She is sharply critical of the United States government of the time. She recommends personal analysis for those entering applied psychoanalysis and lists the figures she considers most important to psychohistory, beginning with Freud.

celebrity parent, child abuse, fame, father-son relationship, hardships, Hollywood, impact, Michael Jackson, “Missing: My Father,” New York Times, psychohistory, Saul Bellow

This article considers the effects of fame on the children of famous parents, taking as its occasion the Clio’s Psyche interviews with Sue Erikson Bloland and Thomas A. Kohut, children of Erik Erikson and Heinz Kohut, and Bloland’s memoir In the Shadow of Fame. The author draws on her own interviews with children and spouses of famous people, biographies and autobiographies, and her study of creative individuals. She contrasts Bloland’s openness about her father with Kohut’s reluctance and, citing the biographies by Lawrence Friedman and Charles Strozier, proposes that both reactions owe more to parenting style than to fame. She cautions against attributing every parental variable to fame. She disputes what she reads as Bloland’s implication that famous creative people are driven by a need for adulation. She maintains that some grandiosity and self-involvement belong to creativity, that the need to idealize heroes is human rather than pathological, and that Kohut’s distinction between healthy and unhealthy narcissism is useful. She also holds that envy of the famous deserves more attention. She then describes difficulties she associates with growing up in a famous parent’s shadow: narcissistic wounds, being treated as an extension of the parent, reversed mirroring and caretaking, problems of identity and individuation, impostor feelings, magical identification, and conflict over whether to use the family name. She concludes that moving out of that shadow requires painful work of coming to terms with what the child did and did not receive.

Argentine leadership, behavior, La Realidad: El Despertar del Sueño Argentino, Mariano Grondona, political culture, politicians, psychobiography, psychohistorical worldview, psychology

This article reports on a September 2005 column in La Nación, “The Psychobiography of Our Politicians,” by the Argentine columnist Mariano Grondona. The author describes Grondona as one of few Argentine intellectuals with a psychohistorical outlook, citing his book La Realidad: El Despertar del Sueño Argentino. According to the author, Grondona takes Jerrold Post’s The Psychological Assessment of Political Leaders as a starting point and develops a simplified typology of integrators, conciliators, and personalists. He illustrates it with Ricardo Balbín, Juan Domingo Perón, Carlos Menem, Néstor Kirchner, and Eduardo Duhalde. Grondona maintains that integrators and conciliators are compatible with democracy, while personalist leaders require constraint. He describes personalist politicians in clinical terms tied to self-esteem, a need for adulation, and suspicion of opponents. The author also reports Grondona’s account of Domingo Cavallo’s persistence in defending his economic program after 2002, and his view that some psychological excess is common to all politicians. The author then reports comments by Argentine psychoanalysts on a 2002 BBC World Service broadcast, which Mariano Plotkin, in Argentina on the Couch, characterizes as reductionist and heavy with jargon. The author concludes that the analysts’ interest in politics might be enriched by psychohistorical literature, and is encouraged that a scholar of Grondona’s reputation is reading it.

career, diaries, dyslexia, George S. Patton, major commanders, military leader, personal material, psychohistory, thoroughly documented, World War II (WWII)

This article offers a psychobiographical reading of General George S. Patton, Jr. (1885-1945), focusing on his childhood, education, and career in World War II. The authors draw on published biographies, including Carlo D’Este’s Patton: A Genius for War, and on letters to his father and wife as cited there. They argue that Patton had dyslexia and may also have had Attention Deficit Disorder. In their account, neither Patton nor later historians could have recognized these conditions given the knowledge of his time. They point to his late acquisition of reading and writing, his spelling and punctuation, his difficulty with mathematics, and family reports of reversed letters. They also cite his impulsiveness, accidents, mood swings, and outbursts, including the two slapping incidents. The authors propose that some of his strengths, such as his adaptability in the Casablanca settlement of 1942, his imaginative approach to battle, and his capacity for sustained effort, may be connected to his condition. They describe his path through the Classical School for Boys, the Virginia Military Institute, and West Point, and credit the encouragement of his father and an aunt. They conclude that his upbringing brought out the best in a dyslexic child and that understanding his disability clarifies the human dimensions of a figure often caricatured.

age of guilt-evasion, Donald Carveth, historians, Jacques Szaluta, Kenneth Fuchsman, narcissistic-permissiveness, psychoanalysis, psychohistory, psychology, psychotherapy, sociology, Watergate

This meeting report describes the September 17, 2005 Work-In-Progress Saturday seminar, chaired by Jacques Szaluta, at which Donald Carveth, Kenneth Fuchsman, and the report’s author presented on the 1970s as an age of guilt-evasion, narcissistic permissiveness, and Watergate. Twenty-one therapists, psychoanalysts, professors, and historians took part. The author traces the session to Carveth’s discussion of Harry Guntrip’s concept of guilt evasion at the International Society of Political Psychology meeting in Toronto, and to essays by Fuchsman and the author on Bob Woodward, W. Mark Felt, and Woodward’s The Secret Man. Fuchsman discusses generational conflict in American history, Woodward’s ties to his father and to Felt, and the nationalization of culture and economy, drawing on Tom Wolfe and Christopher Lasch. The author addresses how cultural change occurs, citing the film Deep Throat as a crossover movie. Carveth argues that self-punishment defends against guilt, and contends that psychoanalysis since the late 1960s has moved from guilt and the superego toward models of people as victims of parental failure. He cites Leo Rangell as an exception and describes Kleinian paranoid-schizoid and depressive positions. Discussion turns to advertising, consumption, and American economic competition. The author attributes some topic shifts to the hurricanes of that season and concludes that psychohistorians are not isolated from the currents of their society.

Arab-Israeli conflict, Avner Falk, betrayal, book review, cycle of violence, Fratricide in the Holy Land: A Psychoanalytic View of the Arab-Israeli Conflict, geographical boundaries, intense mistrust, Middle Eastern land, oppressive history, psychoanalysis, psychohistory

This book review considers Avner Falk’s Fratricide in the Holy Land: A Psychoanalytic View of the Arab-Israeli Conflict (Terrace Books, University of Wisconsin Press), a psychoanalytic study of the conflict between Israelis and Palestinians. The reviewer, a psychoanalyst, reports that Falk draws on history, value systems, Ariel Sharon, Yasser Arafat, suicide bombers, and traumatized victims on both sides, and summarizes scholarly literature on the conflict from historical, political, and psychoanalytic perspectives. The review describes the book as presenting two closely related, mutually traumatized peoples whose religious and biblical claims to the land, reinforced by education, make any concession feel like defeat. It characterizes Falk as a pioneer of psychogeography, which treats borders, cities, and landscapes as objects of unconscious projection. The reviewer agrees that the conflict is irrational and asks why innate aggression is not addressed, what interventions or policies the book proposes, and how the cycle of violence might be broken. An anecdote about an outside adult ending a quarrel between two children illustrates the reviewer’s view that outside intervention is needed. The reviewer is disappointed by Falk’s conclusion that attempts to end war have largely failed and judges that his insights open discussion without offering resolutions. The review commends his clarity, conviction, and honesty.

anxiety, anti-depressant medication, Barbara Ehrenreich, Christmas Terry, Deirdre English, For Her Own Good: Two Centuries of the Experts’ Advice to Women, heart palpitations, medical profession, patients, pharmacist, psychohistory, psychotherapy, prescription, tyranny

This book review assesses Barbara Ehrenreich and Deirdre English’s For Her Own Good: Two Centuries of the Experts’ Advice to Women, in a 2005 edition with a new foreword and additions to the afterword that extend the account to 2004. The reviewer opens with an anecdote from her therapy practice about a client’s experience of antidepressant medication and a physician’s authority. She reports that the authors trace expert advice to women, given mostly by male physicians and scientists, from a pre-industrial order in which women were producers and healers. They argue that industrialization removed women’s productive roles, that physician-scientists came to classify menstruation and childbirth as illness, and that treatments such as clitoridectomy and the rest cure followed. They further contend that midwives were displaced and that poor and enslaved women served as subjects for surgical training and experiment. The book also treats hysteria, psychoanalysis, domestic science, and child-rearing advice such as Dr. Spock’s as extensions of expert authority. The reviewer judges the argument against compliance with experts clear and advises readers to think for themselves. She faults the omission of depression’s emergence as a women’s diagnosis, pharmaceutical companies’ influence on family physicians, cosmetic surgery, and aging. She disagrees with the authors’ treatment of psychology, maintaining that therapy can serve liberation, and finds their history of oppression at times bordering on the sensational. She notes that women formed new networks after the old ones were destroyed. She recommends the book to lay readers and professionals.

Carol Gilligan, connectedness, disruptive act, errors, human thought, James William Anderson, Jerome A. Winer, male subjectivity, male supremacy, mutuality, Psychoanalysis and Women: The Annual of Psychoanalysis, psychohistory, women’s voices

This book review considers Psychoanalysis and Women, volume 32 of The Annual of Psychoanalysis, edited by Jerome A. Winer, James Anderson, and Christine C. Kieffer (Analytic Press, 2004). Writing as a self-identified first-wave psychoanalytic feminist, the reviewer opens with Carol Gilligan’s view that bringing women’s lives into history is a disruptive act. She describes the collection as documenting the history of psychoanalysis’s women pioneers, among them Edith Jacobson, Marion Milner, Therese Benedek, Dorothy Burlingham, and Anna Freud, together with later contributors. She takes the volume section by section: clinical material, including Joyce McDougall’s account of a woman with breast cancer; theoretical essays on passivity by Jessica Benjamin, Julia Kristeva, and Ethel Spector Person, and Kieffer’s essay on the father-daughter relationship; personal narratives by Nancy Chodorow, Brenda Solomon, and Malkah Notman; and a final section with Marian Tolpin on Freud’s case of Dora and Erika Schmidt on Benedek and two-person relational psychology. Throughout, the reviewer conjectures how Freud might have responded to these developments. She reports being deeply engaged by the volume and recommends it as essential reading for serious students of the history of psychoanalysis. She concludes that it confirms the capacity of psychoanalysis, and of Freud himself, to change.

American Government, Crohn’s disease, historian, memorial, Paul Roazen, political scientist, psychoanalysis, psychohistory, Robert McCloskey, University of Chicago

This memorial to the political scientist and historian of psychoanalysis Paul Roazen (1936–2005) recounts his life and career, including his death in Boston from complications of Crohn’s disease. The author reports his Boston upbringing, his studies at Harvard, Chicago, and Oxford, and his mentorship by Louis Hartz and Erik Erikson. It describes his 1964–1967 interviews with about seventy people who had known Freud and some forty others involved in the early psychoanalytic movement, material that supplied the basis for many later books. It also covers his access to the library of the British Psychoanalytical Institute and his teaching at York University, Toronto, from 1971 to 1995. The author discusses the controversy among analysts over Brother Animal and Freud and His Followers, including Anna Freud’s reaction and Kurt Eissler’s 1985 critique, which the author judges seriously flawed. The memorial also notes Roazen’s work on the political and philosophical roots of psychoanalytic theory, his Canada’s King study of William Lyon Mackenzie King, his contributions to Clio’s Psyche, and his research on William Bullitt at the time of his death.

body of work, death, Eduardo Weiss, Erik H. Erikson, Helene Deutsch, history of psychoanalysis, memorial, Paul Roazen, psychoanalytic community, Sigmund Freud, Victor Tausk, York University

This memorial by Donald L. Carveth recalls the psychoanalytic historian Paul Roazen, the author’s colleague at York University in Toronto, following Roazen’s death. The author describes their shared teaching and their involvement in the Toronto psychoanalytic community before Roazen retired and moved to Cambridge. He reports that Roazen interviewed participants in the early psychoanalytic movement, producing work on Freud, Helene Deutsch, Victor Tausk, Erik Erikson, and Eduardo Weiss. The author maintains that Roazen neither devalued nor idealized Freud, and contends that this cost him favor among some Freudians, who tend to defend the founder against critics. He remembers Roazen as good-humored and devoted to scholarship. He also recalls conversations with Roazen about Lacanian theory, which he characterizes as Roman Catholicism filtered through several philosophers, and relates an experience during his own training as a supervising and training analyst, when a Bible in his consulting room drew questions from colleagues. The author concludes that Roazen, as a social scientist, understood the ideological nature of one’s own ideologies, and wishes more colleagues did.