Showing papers in "Journal of Humanistic Psychology in 1969"
TL;DR: Humanism is usually regarded as the guiding motif in the intellectual transitions that took place in Western Europe during the Humanistic Century of 1450 to 1550 A.D.
Abstract: Humanism is usually regarded as the guiding motif in the intellectual transitions that took place in Western Europe during &dquo;The Humanistic Century&dquo; of 1450 to 1550 A.D. During those years the cultures of Classical Greece and Rome were examined in a new light. Whereas the medieval scholastics had rationalized the classics, the humanists put themselves in the place of the men who wrote them. When they did they caught glimpses of the freedom, innovation and variety that had made the great classical achievements possible. To the extent that humanism grasped an outlook rather than re-
44 citations
TL;DR: Carkhuff et al. as discussed by the authors found a significant positive relationship between the ability of counselors to offer the therapeutic conditions of empathic understanding (E), respect or positive regard (R), and facilitative genuineness (G) within counseling relationships and the constructive personality and behavior change of their clients.
Abstract: Numerous research investigations have revealed a’ significant positive relationship between the ability of counselors to offer the therapeutic conditions of empathic understanding (E), respect or positive regard (R), and facilitative genuineness (G) within counseling relationships and the constructive personality and behavior change of their clients (Carkhuff & Berenson, 1967; Rogers, Gendlin, Kiesler, k Truax, 1967; Truax & Carkhuff, 1967). Several research studies have indicated that personal attributes rather than academic attainment seem to be related to the level of counselor interpersonal functioning along these dimensions (Allen, 1967; Berenson, Carkhuff, & Myrus, 1966; Bergin 8c Solomon, 1963; Carkhuff, Piaget, & Pierce, 1968; Carkhuff & Truax, 1965; Jones & Schoch, 1968; Joslin, 1965; Truax & Carkhuff, 1967; Truax, Silber, & Wargo, 1966). Bergin and Solomon (1963) reported findings that indicated that counselor personality disturbance interferes with the quality of the therapeutic relationship he establishes with his client, with his ability
27 citations
TL;DR: Although the conceptual models developed by a number of leading psychological and sociological theorists are relevant to understanding traditional educational processes, no one of them seems adequate to the major contemporary task of forecasting alternative innovative educational systems.
Abstract: Although the conceptual models developed by a number of leading psychological and sociological theorists are relevant to understanding traditional educational processes, no one of them seems adequate to the major contemporary task of forecasting alternative innovative educational systems. Current theorizing about education is especially deficient with regard to &dquo;experiential&dquo; learning involving the whole person, in contrast to &dquo;cognitive&dquo; learning of stored knowledge and select problem-solving skills. Consequently, as a point of departure,
25 citations
TL;DR: In psychosynthesis, the methods of work that an individual develops will necessarily evolve from his own temperament and quality of being as mentioned in this paper, and the overall perspective and goals are similar among practitioners.
Abstract: Because psychosynthesis is fundamentally an open system and a point of view, rather than a dogma or doctrine, fixed rules about the use of mental imagery in its practice do not exist. By definition, psychosynthesis is a process that occurs around the unifying center or self of an individual; the methods of work that such an individual develops will necessarily evolve from his own temperament and quality of being. Hence, though the overall perspective and goals are similar among practitioners of psychosynthesis, the methods employed vary considerably ; this paper will focus primarily on the writer’s own style of work.
19 citations
TL;DR: The Copernican revolution as mentioned in this paper was one of the most significant events in progress in the history of science, and it led to consequences as diverse as a revolution in astronomy and the development of the modern world.
Abstract: Let us suppose for a moment that we are back in the year 1600, concerned with forecasting probable future trends. In retrospect it is clear that one of the most significant events in progress was what came later to be called the Copernican revolution. Would our futurist researches have picked this up? They might have, if we were looking at the right things. What was the essence of this remarkable transformation that started with the brash suggestions of Nicholas Copernicus and Giordano Bruno and led to consequences as diverse as a
14 citations
TL;DR: The PEER Program as mentioned in this paper is the outcome of a 7-year research effort concerned with self-directed small groups: 4 years have been devoted to studying them (Berzon & Solomon, 1964; Berzon, 1964) and 3 years to developing stimulus materials for their use.
Abstract: This paper reports on the third and final year of a research project that has resulted in the development of Planned Experiences for Effective Relating (PEER), a program of prerecorded audio tape recordings. The PEER Program is the outcome of a 7-year research effort concerned with self-directed small groups: 4 years have been devoted to studying them (Berzon & Solomon, 1964; Berzon, 1964) and 3 years to developing stimulus materials for their use (Solomon, Berzon, & Weedman, 1965; Berzon, Solomon, & Davis, 1966).2 In recent years, there has been increasing experimentation with ways to structure small group interaction in order to accelerate the learning process for participants. A few examples of these efforts are included in the following paragraphs. Berlin (1965) and his associates at the Human Development Institute in Atlanta, Georgia have developed programmed instruction booklets for group members to use in conjunction with management training programs. Schutz has devised techniques for general use in personal growth groups and for particular use in encounter microlabs. These techniques, along with their rationale, are described in his book, Joy: Exlbanding Human Awareness (1967).
13 citations
TL;DR: The Personal Orientation Inventory (POI) as discussed by the authors was developed by Shostrom to measure self-actualization as currently conceived in humanistic existential psychology, i.e., one who is more fully functioning and lives a more enriched life than does the average person.
Abstract: Shostrom (1964) has developed an instrument, The Personal Orientation Inventory (POI), to measure self-actualization as currently conceived in humanistic existential psychology. The self-actualized person is &dquo;one who is more fully functioning and lives a more enriched life than does the average person. Such a person is seen as developing and utilizing all his unique capabilities, or potentialities, free of inhibitions and emotional turmoil of those less self-actualized&dquo; (Sho-
11 citations
6 citations
TL;DR: In this paper, a group member would recognize his common humanity with those around him in such a powerful and unmistakable way that everyone present was swept along with his realization, and each participant appeared to realize that his hopes, dreams, and even suspicions of being part of
Abstract: man interdependence among the participants. Often, a group member would recognize his common humanity with those around him in such a powerful and unmistakable way that everyone present was swept along with his realization. As one participant said, &dquo;We suspected it all along.&dquo; At such moments, each participant appeared to realize that his hopes, dreams, and even suspicions of being part of
5 citations
3 citations
TL;DR: In this paper, the authors describe three student roles deemed important by the national government: self-identification, an awareness of the student's relationship and responsibility to society, and, thirdly, a concept of individual development.
Abstract: This paper grows out of the author’s living experience in a portion of eastern Africa. It centers specifically upon concerns of some Tanzanian students who are reading Education at University College, Dar es Salaam. These young people are alive and dynamic, frustrated and confused; they live in the paradoxes created by transition from domination to freedom, via education. This paper attempts to describe three student roles deemed important by the national government: namely, self-identification, an awareness of the student’s relationship and responsibility to society, and, thirdly, a concept of individual development. It is my contention that the principles of a humanistic or existential psychology are more relevant in this emerging country than the deterministic explanations of human behavior. This contention is supported by the writings and actions of many Africans, students and leaders. The edifices of University College stand apart from the Dar es Salaam scene. From their 12-story height on rolling hills to the northwest of this national capital with its international bustle, one can view to the east the beautifully blue Indian Ocean with its large freighters and its timeless Arabic dhows. To the southeast is a panoramic sweep of the city where nearly 200 thousand people laugh, work, suffer, and idle their unemployed time. Dar es Salaam is a city of conflict and pressure-a haven for refugees, freedom fighters and discontents. It
TL;DR: In a subsequent medical consultation revealed that I was totally blind in my left eye from birth as discussed by the authors, and my parents kept me home and out of school until I was 6 years old.
Abstract: Subsequent medical consultation revealed that I was totally blind in my left eye from birth. My parents kept me home and out of school until I was 6 years old. In September, 1948, I was enrolled in a public school for sighted children. At the end of my second year of schooling, it became apparent to my teachers that I could not see well enough to function adequately in a school for sighted children. In September, 1950, I was enrolled in a private school for sighted children by my parents. One afternoon, in the end of my first year at the private school, I was playing out of doors when during some rough and tumble, I struck
TL;DR: In this article, Jones explores, describes and lays out possible ways to train children in the use of their feelings and their fantasies within the school setting, and discusses the next step-the develop-
Abstract: This book explores, describes and lays out possible ways to train children in the use of their feelings and their fantasies within the school setting. This means not simply acting out or withdrawing but learning to master, utilize and develop these states just as children now master intellectual skills. Jones incorporates Bruner’s suggestions regarding simple cognitive skills (Bruner, J. S. Toward a theory of instruction. Cambridge, Mass.: Harvard University Press, 1966) and then discusses the next step-the develop-