心理分析的傳記研究導源於1925年的S. Bernfeld。他認為教育者最先認識的孩子，其實是自己心裡的孩子。由此，將教育者的教育觀連結上其自身的童年經驗。本研究採用Kraft心理分析的觀點，不強調傳統心理分析的性驅力，而是以心理分析為一種工具，回溯個人早年壓抑的、分裂的經驗，察覺其將創痛經驗予以克服與昇華的歷程，進一步彰顯童年故事在日後教育經驗裡的意義。在研究方法上，藉由敘事探究來探索三位學校教師的生命故事，瞭解他們的教育理念背後所蘊含的童年經驗與生命脈絡，藉此彰顯教育學獨特的多元可能性。

The psychoanalytic study of biography came from S. Bernfeld in 1925. According to him early childhood experiences leave lifelong impressions. The vision of educators what the school and teaching should be is therefore unwittingly being constantly influenced and determined by their own inner child. Based on Kraft's theory the article uses psychoanalysis, in contrast to the traditional perspective which focuses on irrational drives, as a tool to lay out the meanings of the overcoming and sublimation of repressed childhood experiences for teachers' understanding of education. Methodologically I study the biographies of three teachers and situate them in the context of their schooling work and argue then for their relationships.