Refer to MANIFESTO for further information.


I. ADMISSION to Analytica

     A. Becoming an Analyst

Analytica exists for the production of analysis not analysts. Thus it takes its inspiration and action from the intentions and inventions of Freud and Lacan while incorporating the diverse work done in analysis by Jung, Reich, and others. Lacan stated that the analyst only authorizes himself by himself - and a few others. Analytica further integrates the school and clinic along the lines pursued by Freud and Lacan in the creation of pure analysis. Practicing analysis begins with taking the position of the analysand to the point where one can also take the position of the analyst while still taking the position of the analysand. The position of the analyst implies the position of the analysand but not the reverse. The position of the analysand is always on the way to the position of analyst - an impossible and in some ways empty - position. Analytica makes this practice possible. 

How each member chooses to use his analysis is up to him. One may practice analysis without being a psychoanalyst. One may incorporate analysis into ones life and work as an artist, scientist, teacher, therapist or whatever. Freud helped train colleagues and patients as analysands and analysts from whatever background, recognizing that medical or therapeutic training was not an essential prerequisite and he defended the practice of “lay analysis” since he did not intend psychoanalysis to be controlled by the medical establishment. The situation today is that all modes of “therapy” which used to be lay practices and outside the medical establishment are now part of the establishment. This is a political, economic, and legal issue that has no bearing on the practice of analysis in intension. 

Psychoanalysis has maintained its practice in most countries and states for one hundred years since its birth outside of legal and institutional control yet that is beginning to change. In those countries and states in which there is no legal control of psychoanalysis one may wish to call oneself a psychoanalyst. In those in which there are controls, those who have another clinical license may still call themselves psychoanalysts. Those who do not may wish to call themselves Freudian analysts, Lacanian analysts, lay analysts, schizoanalysts, or simply analysts. Thus the training acts as para-graduate and post-graduate simultaneously. 

Today people call themselves pastoral counselors, philosophical practitioners, yoga therapists, coaches, and many other things in order to practice freely. Psychoanalysis was in a sense the first and original form of all of these derivations which remain open to the free market and singularity of each subject’s lay practice of analysis in extension. 

     B. Admission to Analytica is by several pathways:

          1. By Audition (Free and Open)

Everyone is free to participate in the school by joining the event and discussion list. Anyone is free to audit a single seminar or more by invitation in order to experience the school. Auditing implies listening and observing how the school operates uniquely from other schools. Auditors do not participate in cartels or assemblages, nor do they give their own demonstrations nor are they eligible for certification.

          2. By Research Inscription (Free to Members and Open to the Public per Event)

Anyone can join the school by inscription as a Research Member as an initial stage of membership. Inscribing involves filling out an inscription form for the school and paying the relevant fees for participation in the school through seminars, cartels, assemblages, analysis, and other curricula.

          3. By Analyst and Analysand Membership

After a time of full participation in the school, one is eligible to join the school as an analyst member and participate in the full operation of the school including any combination of seminars, cartels, intensive analysis, demonstrations, and assemblages, as well as the option of certification on core curriculum, clinical training, and intensive analysis. Members have access to the school for giving demonstrations and adding to the archive and library of the curriculum. Members also have access to the clinic offices for intensive practice. Members also have access to the gallery, publisher, and other means for the production of analysis in extension.

          4. By Certification

Certification for any member is optional and is only for those who desire a certain external recognition of achieved work. The certification process and curriculum are designed by each analysand and developed in detail by those already subscribed to the school. It involves some time of full participation as a Research and Analysand Member of the school as well as intensive analysis, curricula, and practice designed by each analysand. Any analyst or clinician can also obtain credits for academic or licensing procedures on an as needed basis. This can be completed in situ or virtually through phone, skype, podcast, webinar, and periodic in situ visits.

General Economy

Since Analytica is currently a not for profit organization we encourage members to contribute what they can beyond the nominal dues. All fees go to support the school as a collective for the production and transmission of Analysis and you are encouraged to contribute to this end. If you feel that you cannot afford the full fees for membership or for intensive analytic sessions reduced fees may be available by scholarship and work-study contribution on a case by case basis upon inquiry. 



     A. Live Curriculum

          1. Intensive Analysis

Intensive analysis is the core of practicing analysis. Each member is free to work in his own way with whomever he wishes but may find that due to the unique operation of Analytica it is useful to work in some way with a member in addition to previous or other analytic intensives. We do not artificially separate personal, therapeutic, didactic, supervisory, or other intensive analysis but do recognize that working in a multiplicity of dyadic intensives can be of great use.

          2. Cartels

Cartels are created out of the desire of the members. Each member provides ideas for cartels based on desires and working projects that have come out of their own intensive analysis. The cartel offers the first opportunity to take the refined symptom or phantasy of intensive analysis out into extension in the social and symbolic field. 

Cartel Structure and Form:

a. Declared Cartel

Any three or more (Analysand, Research, or Analyst) Members may form and declare a Cartel with a chosen +1 and/or request a +1. 

b. Posed Cartel

Any 1-2 Members may pose a Cartel and request other participants and +1s. 

c. Cartel Vectorization Assemblage

Cartel Vectorization Assemblage is offered in the Fall when Members are invited to submit 1-3 topics for a Cartel after which they will be Assembled together based on this desire. Members are then free to exit or enter within the first meetings of preliminary sessions. 

          3. Demonstrations

Work done in cartels leads to the further extensional step of providing demonstrations for the larger social field of the school in route to the public at large. In producing a demonstration one takes the position of the analysand but in a refined - or ethical - way. One takes responsibility for transmitting from one’s symptom something useful or desirable to the Other. It is a pragmatic, aesthetic, ethical paradigm. 

               a. Core Seminar Demonstration (Internal)

The core seminar is an ongoing demonstration at the foundation of the school that continues to engage in current and future crucial topics of analysis clinical and theoretical. 

                b. Member Seminar Demonstrations (Internal)

Members are invited to give there own ongoing seminar demonstration when they feel prepared to do so. This contributes to their training and transmission as a part of their Pass(age) and/or application to become Analyst Members. 

                c. Guest Demonstration (External)

Demonstrations from outside the membership of the school are invited and given on a one time basis for consideration of the school in order to engage further in extension with the collective of analytic work being done in the public.                 

                d. Curriculum Demonstrations (External)

Curriculum demonstrations are recorded and entered into the official archive and library of the school. These are made available as core curriculum and optional curriculum through podcast, webinar, and ebook. 

    e. Pass(age) Demonstrations (Internal)

The purpose of the Pass(age) is to evolve the original purpose of the Pass procedure developed at Lacan’s Freudian School based on research conducted there and in other analytic schools. The purpose of the Pass(age) at Analytica is the transmission and evaluation of the work of the members of the school to the broader public in extension and to promote the elevation of the School to that of a new Institution which replaces the old Gallery, Publisher, Theatre, Laboratory, Court, and Atelier by placing the means of production within the hands of the creators themselves rather than at the place of a Master, University, or Capitalist. The purpose of the Pass(age) - as opposed to in other schools - is not for the promotion of Identity or Grade, but it can be used to pass to the position of Analyst Member of the School. It can be used to supplement the authorization of analysand and analyst but not his authority. 

Procedure of the Pass(age):

1. Passant requests a Pass
2. Passant chooses a Passer (Active Pass) or
3. Passant is assigned a Passer (Passive Pass) or
4. Passant follows both (Integral Pass)
5. Jury of 3 (Analysand, Research, Analyst) Members is assembled and date is set
6. Passant gives Demonstration to Passer(s) one month before date
7. Passer(s) present Demonstration to Jury
8. Jury declares Pass/Not with private comments to Passer (and School Archive)
9. Passant determines what will be published
10. When Pass-age procedure is stabilized a title inscription may be introduced

          4. Assemblage - From Assembly to Schizoanalysis

Schizoanalysis is the process by which a general assembly is made into an assemblage. The assemblage is the co-created and constructed pragmatics of the school - that is the syntax or code of political-economic issues regarding the functioning of the school with reference to the underlying psychoanalytic aspects of the institution and collective membership. 


     B. Core Curriculum

The core curriculum provides the archive and library of historical, mythical, epistemological, and academic content and practice of psychoanalysis and related material. It is open to the public and membership on a course by course basis through podcast, webinar, and ebook. It is required for certification to absorb the curriculum and respond through the production of writings and demonstrations. For others it is optional.

The school operates on the basis of a collective autopoesis. All material produced is absorbed and received by the members who in turn produce new material for the school and membership. Thus the school incorporates the clinic, gallery, publisher, and other modes of production in its functioning. 


Current Core Curriculum:

The core curriculum is offered to the public for general education and to the membership for those who wish to achieve a “certification” of knowledge and practice through absorption and production of its content as well as participation in the live curriculum of cartels, demonstrations, assemblages, and intensive analysis. The current core curriculum is made up of four modules. Each module is meant to represent a “year” study, although they can be done at any pace, and because of their dense nature should be re-studied and cross-referenced many times. Although they follow in a sequential order, the modules may be undertaken in any order or simultaneously. 

The first year presents the pre-history and foundation of psychoanalysis including the history of philosophy, science, medicine, and psychiatry throughout Eastern and Western cultures throughout the centuries. The second module presents psychoanalysis in its modern context including the neurological, psychological, and cultural methods and context of the detailed development of psychoanalysis in intension and extension throughout the twentieth century. The third module presents the theory and practice of psychoanalysis in-depth through the work of the “big four” Freud, Jung, Reich, and Lacan. The fourth module presents the innovative and avant grade work being done in the present toward the future development of Analysis. 

The modules are available as written texts and ebooks from the Analytica archive as well as a reading list of relevant texts. Each section of each module will be presented in archived audio and video seminars - or webinars and podcasts - accompanied by a growing commentary of questions, answers, footnotes, and references for further elucidation. 

Various stages of the Core Curriculum are currently in production and archiving and will be available on an ongoing basis. 

1. Module 1: Psychoanalytic Medicine & Psychiatry

1.1. Model Theory and Practice - Science and Paradigms
   1.1.1. Poetics - Spiritual Science East - Chinese Taoism West - Greek Sophism
   1.1.2. Philosophy - The Birth of Analytic Thought Platonism and the Academy The Divided Subject – The Splitting of Mind and Body
   1.1.3. Mathematics - Integration and Differentiation The Crisis of Modernity The Integral Model
   1.1.4. Orgonomy – A New Science The Laboratory of Dialectical Functionalism The Return of the Continuum

1.2. Integral Medicine and Psychiatry
   1.2.1. The Multiple Dimensions of Integral Medicine The Body-Mind Continuum - All Medicine is Psychiatric Historicism - The Evolution of Medicine The Cultural Divide - Rapprochement of East and West
   1.2.2. Traditional Medicine - Oriental Medicine Classical Chinese Medicine Indian Ayurvedic Medicine Tibetan Buddhist Medicine TCM and Kampo - Modern Oriental Medicine
   1.2.3. Modern Medicine - The Western Turn of the Analytic Naturopathic Medicine - Empiricism and the Evolution of Holism Allopathic Medicine - The Force of the Material Homeopathic Medicine - The Power of the Dynamic
   1.2.4. Analytic Medicine Psycho-Analysis - Freud's Completion of the Socratic Project Mind over Matter - The Dynamic Approach Returning to the Beginning - Understanding Traditional Medicine

2. Module 2: Psychoanalysis in Intension and Extension - Four Phases

2.1. The Construction of Subjectivity - Neuropsychology
   2.1.1. The Human Being and Becoming - A Conscious Organism
   2.1.2. The Matter of the Mind - Transversal Mapping
   2.1.3. Chaos and Complexity - Beyond the Brain
   2.1.4. Desire at the Limits of Thought - The Sacred
   2.1.5. Psychoanalysis - A Spiritual Science
   2.1.6. Jouissance - Desire in Knowledge

2.2. Mapping the Psyche - Psychoanalysis
   2.2.1. The Unconscious and the Conscious - Sigmund Freud
   2.2.2. The Schizoid and the Depressive - Melanie Klein
   2.2.3. Containment and Mysticism - Wilfred Bion
   2.2.4. Symmetry and Unfolding - Ignacio Matte-Blanco
   2.2.5. The Aesthetic Object - Donald Meltzer
   2.2.6. Transitional Phenomena - Donald Winnicott
   2.2.7. The Emotion Processing Mind - Robert Langs
   2.2.8. Psycho-Semiotics - Alfred Silver
   2.2.9. The Subject of Analysis - Jacques Lacan
   2.2.10. The Game of the Other - Francois Roustang
   2.2.11. Primary Seduction - Jean Laplanche
   2.2.12. Translation and Poetics - Nicolas Abraham
   2.2.13. Signs of Affect - Julia Kristeva
   2.2.14. Schizoanalysis and Chaosmosis - Felix Guattari

2.3 Mapping the Socius - Ethnopsychology
   2.3.1. Sacrifice and Magic - Shamanism
   2.3.2. Beyond Enlightenment - Pantheism
   2.3.3. From Tragedy to Dialogue - Paganism
   2.3.4. The Sacrifice of the Sacrifice - Monotheism
   2.3.5. From Knowledge to Madness - Nihilism
   2.3.6. Enjoying Your Symptom - Chaotism

2.4 Clinical and Cultural Practice - Schizoanalysis
   2.4.1. Life and Death - Chaosophy
   2.4.2. Ecosophy and Sovereignty - General Economy
   2.4.3. New Maps of the Psyche - Psychoanalysis and Spiritual Science
   2.4.4. Thinking and Feeling - Abstract Expressionism
   2.4.5. The Social Psyche - Subject, Object, and Other
   2.4.6. Wild Analysis - The Clinic of Everyday Life

3. Module 3: Advanced Psychoanalytic Practice - Four Demonstrations

   3.1.2. Metapsychology
   3.1.3 Parapsychology and Dreams
   3.1.4 Self Analysis and Co Analysis
   3.1.5. First and Second Topographies of the Psyche
   3.1.6 Group Psychology and Civilization

3.2. Jung
   3.2.1. Psychosis and Schizophrenia
   3.2.2. Madness, Mysticism, and Self Analysis
   3.2.3. Collective and Traditional Psychiatry
   3.2.4. Parapsychology and Science Fiction
   3.2.5. Individuation and Archetype
   3.2.6. Numerology, Topology, Psychophysics

3.3. Reich
   3.3.1. Sexology and Psychoanalysis
   3.3.2. Character Analysis
   3.3.3. Somatic Neuropsychiatry
   3.3.4. Psychoanalytic Medicine
   3.3.5. Orgonomy as Biophysics
   3.3.6. Orgonomy as General Economy

3.4. Lacan
   3.4.1. Drive, Desire, Demand
   3.4.2. Sexuation and Gender
   3.4.3. Real Imaginary Symbolic
   3.4.4. Analysis as Unknotting
   3.4.5. Topology of the Psyche
   3.4.6. Poetics of the Psyche


4. Module 4: Future Analysis - Four Ecologies

4.1. Physis: Mathematics,Topology, Medicine, Science
   4.1.? TBA…

4.2. Techne: Poetics, Semiotics, Kultur, Art
   4.2.? TBA…

4.3. Polis: General Economy, Micropolitics
   4.3.? TBA…

4.4. Psyche: Eros, Philos, Agape, Fidelity
   4.4.? TBA…

Current Optional Curriculum:

Refer to EVENTS for further information.