Abstract
Wherever education is undertaken a teacher-pupil situation is contrived which involves human interaction. The nature of the interaction will depend on the organisational circumstances: appraisal of the interaction will turn on whether the observer is in-group or out-group. The educational occasions therefore can not be thought of in stereotyped terms (although they oftentimes are): they are tremendously varied, each representing a balance of advantage and disadvantage.
The relativity of the teacher-pupil relationship is confirmed by a study of the definitions attached to the verb to teach, and the derivations of these definitions as they emerge from ancient languages. Further the long history of the educational process offers an insight into teaching methods ranging from dogma on the one hand to license on the other.
Psychiatry as it is taught in the Canadian medical schools is involved in the varying attitudes and circumstances which belong to the various universities. Modern methods of psychiatric education are still attached importantly to older, traditional procedures. An attempt is made here to distinguish the various kinds of teacher-pupil relationship in psychiatry and to effect an integration of them as a firm basis of psychiatric development.
All the formal teacher-pupil relationship in a University Department of Psychiatry might be embraced by a simple schema which takes into account theory and practice and the size of the study group. With large groups of say 100, the lecture is contrasted with the case presentation; with medium groups of say 10, the seminar is contrasted with the case conference, with small groups of say one or two, the tutorial is contrasted with case supervision. Each of the named occasions is identified by its special characteristic and special contribution to pupil growth and maturation and teacher implication. Alongside the formal occasions the contribution of informal occasions is considered.
In the overall integration a number of currencies were considered—the currency of time, the currency of money and the currency of communication. These currencies when neglected are impediments to the teaching purposes.
Finally the break-up of the teacher-pupil relationship is considered in terms of its effect on community psychiatric services. The teacher-pupil relationships must always anticipate nearer separation and later refreshment. A vigilant continuing concern for the teacher-pupil relationship represents a research enquiry of outstanding importance.