In her study on the nature and function of the Master-Pupil relationship, the author confronts the issue of the transmission of knowledge in psychoanalysis by emphasizing the longitudinal dimension between the generations of psychoanalysts. She recalls the differences between the transmission of knowledge in presentia of the master, transmitted orally during the various training activities that the psychoanalytic Institute offers to the pupil, and transmission in absentia via the written word in which there is no spatial or temporal contiguity between transmitter and receiver.
Her suggestion of shadow in the transmission of this knowledge is used metaphorically to indicate the not-said, the not-known, linked to the conflictual, personal and institutional motives of an individual or of a specific group of psychoanalysts; conflicts treated as being unspeakable and impassable for the conscience. Moreover, the author praises the shadow as being a limit to psychoanalytic knowledge and thus a stimulus to successive generations of analysts to develop potential new pathways of knowledge in theory and clinical practice. Finally, there is the lighter shadow that includes the recursive movement of knowledge contrived by the "extended psyche" that Freud (1912) spoke about; by following along these lines it is possible to recognize "the dreamed scientific dream" produced in successive generations of analysts thanks to the shadow of "knowledge", neither thought nor remembered, bequeathed by the Masters of the previous generation.
Keywords: Master-pupil, oral transmission, written transmission, individual shadow, institutional shadow, praise of the shadow.