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The article presents the author's view on the concept "analyzability" in psychoanalysis. According to the author, this concept is a vestige of evaluative model that considers psychoanalysts as authority to greet a prospective analysand with an evaluative attitude. The analyst assesses the patient's personality to determine whether the patient is analyzable in order to make a diagnosis.

My response to the discussions is organized from an evolutionary perspective on the development of theory within psychoanalysis. After briefly stating the premises of the paper, I discuss each commentary. I experience Aron's discussion as more evolutionary than Benjamin's or Ellman's. It seems clear that we all have our own agendas. The reader is invited to try them on for size in the spirit of ongoing dialogue that characterizes this journal. [ABSTRACT FROM AUTHOR]

This paper has two purposes. The first is to elaborate compromise formation theory from an intersubjective perspective. The second is to explore the implications of this vantage point for our understanding of the modes of therapeutic action of psychoanalysis. I pursue the goals of this paper by outlining the essentials of compromise formation theory and by elaborating what I mean by its intersubjective dimension. Then I present and discuss analytic data to demonstrate the value of the theory for understanding aspects of mode of therapeutic action. Finally, I contrast this perspective with competing theoretical points of view. [ABSTRACT FROM AUTHOR]

Examines the perspective of compromise formation theory. Derivation of the complexities of unconscious fantasies; Consideration of the therapeutic action of psychoanalysis; Relation between drives and ego development.

Outlines Martin Bergmann's major premises on love. Thoughts of Bergmann on being in love; State of mind associated with the term being in love; Discussion on how a sublimated form of love contributed to the modes of therapeutic action of a traditional Freudian analysis.

Laments the atmosphere of barbarism and intolerance permeating the City College of New York (CCNY). `Areopagitica' as creed for academic pursuit of Truth; Debasement of creed at CCNY; Mode of conduct in school: Collaboration; Mode of conduct in politics: Confrontation; Irrationality at CCNY in the 1960s; Edwards/Bayley disciplinary hearing; Breakdown of moral authority of teachers; Subordination of learning to diversity.

Stresses the clinical advantages in the analyses of adults of considering the similarities between shame and guilt. Contributions of psychoanalysts on the concept of the superego; Common ideational content of guilt and shame as influenced by the individual's developmental experiences; Specific cases relating to shame and guilt; Ideas of parental disapproval.

The article presents a reprint which appeared in the November 1964 issue of "The Social Studies." It focuses on the outcomes of teaching history among students. It instills the notion that history happened inescapably and requires teachers to be careful and prepared to teach the subject such as the topic on Magna Carta and Constitutional Convention. Moreover, history gives students a chance to interpret and analyze historical phraseology and an opportunity to distinguish fact from interpretation.

Presents several correspondence concerning global scientific issues. Concepts of sacrifice from a cross-cultural perspective; Effects of corporate alternative on university-based researches in the United States; Relevance of laughter on human health.

Describes the behavior and developmental aspects of a hearing-impaired infant during the period of moderate to severe hearing impairment. Changes in behavior associated with the presence and lack of auditory stimulation.