Abstract
Some years ago, I had the opportunity informally to mentor a young psychologist, psychoanalytically oriented, who had come to study under a legendary senior analyst at Cleveland’s Psychoanalytic Institute. One day, we were discussing the differences between the self-in-isolation Psychoanalytic model and Gestalt therapy’s interpersonal field model of shame, when she offered a telling observation: the students in her training program, who collectively revered their teacher as “a master therapist,” were not infrequently shamed in class for their own theoretical errors and practical insufficiencies. I chided my friend gently about the paradox posed by this implicit incongruity. She conceded the paradox, and asked my thoughts on the matter, to which I replied: “Brilliant teacher; flawed model.” I was left with a similar reaction upon reading Todd Burley’s “A
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