Healers or Interrogators: Psychology and the United States Torture Regime

United States abuses at Guantánamo and other detention centers, including the CIA's “Black Sites,“ have a long history. In the Cold War period, the CIA pursued an extensive research program on “coercive interrogations,“ which became codified in torture manuals used to train Latin American military leaders who utilized torture against their populations. Also during the Cold War, the U.S. military developed the Survival, Evasion, Resistance, Escape (SERE) program to train U.S. military personnel in resisting torture. When the U.S. government turned to torture after 9/11, they turned to SERE psychologists to develop their interrogations strategies. This occurred, first at the CIA secret Black Sites, and then at Guantánamo and elsewhere. Psychologists helped develop, implement, and standardize U.S. torture techniques. The American Psychological Association (APA), rather than oppose this use of psychologists, provided cover for U.S. interrogation abuses. They formed a task force on Psychological Ethics and National Security—stacked with a majority of members from the military-intelligence establishment, several with possible involvement in abusive interrogations. This task force supported psychologist participation in detainee interrogations. Various APA antitorture statements since then have not changed APA's pro-participation stance. As a result, a movement of psychologists arose to oppose these APA policies.     

Christlicher und Philosophischer Glaube

This article consists of two parts: first, a methodological part and secondly, a historical example. The aim is to discuss the understanding of the theological study of church history in comparison to historical study in general. This is done through the example of two influential Danish scholars on Luther from the 20^th Century. Secondly the article gives an introduction to the Danish reformer Hans Tausen in order to point to two things: an example of the method presented in the first part and an area of research in progress. Strangely enough, Hans Tausen has not been subject to profound scholarly investigation for many years, even though he is one of the most important persons in Danish Reformation history.     

Joseph Heller's Jewish War Novel Catch-22

Joseph Heller's Catch-22 (1961) is considered one of the most important American novels of the twentieth century. It was a massive bestseller that sold over 10 million copies, and it introduced a new phrase into the English language for an unsolvable conundrum or paradox. Catch-22 was groundbreaking because it was the first broadly successful American novel that offered a post-modern, satirical take on the Second World War. Ostensibly the novel had nothing whatsoever Jewish about it beyond the ethnicity of its author. Instead it was about the Assyrian/Armenian protagonist, Yossarian, a USAAF bombardier in the European theatre. As I will argue, while outwardly the novel aims to represent the war and the protagonist, Yossarian, as American rather than Jewish, the work is, in fact, packed with signs that it is about a Jewish airman confronting the Holocaust. Heller's attempt to hide this was part of a tradition established by Jewish authors in the post-war years who sought to distance themselves from their ethnicity in order to speak to “universal” themes of rebellion. However, to overlook the “Jewish” semiotics of Catch-22 is to miss many of its major themes. I am thus offering a reading of the novel that will delineate what it tells us about the post-war Jewish life in America.     

Are research subjects adequately protected? A review and discussion of studies conducted by the Advisory Committee on Human Radiation Experiments

In light of information uncovered about human radiation experiments conducted during the Cold War, an important charge for the Advisory Committee on Human Radiation Experiments was to assess the current state of protections for human research subjects. This assessment was designed to enhance the Committee's ability to make informed recommendations for the improvement of future policies and practices for the protection of research subjects. The Committee's examination of current protections revealed great improvement over those from the past, yet some problems remain. Although the data collected by the Committee highlight specific areas in need of attention, the Committee's work should be viewed in part as the beginning of a series of ongoing assessments of the adequacy and effectiveness of the protections afforded to human subjects.     

Dewey in Postwar-Italy: The Case of Re-Education

After the end of the Second World War, Italy was thefirst Axis country (followed by Germany and Japan), toundergo a process of ``reeducation' by the alliedtroops, focusing initially on the education system.Under the direction of American scholars and schoolinnovators, school syllabi and textbooks wererewritten in order to replace the ideologicalindoctrination exerted by the Fascist regime from 1923to 1943 with democratic ideas. This articlereconstructs different phases of the influence of JohnDewey's progressive education in Italy. This influencewas predominant in policy and experimental schools, aswell as in educational theory in the periodimmediately following the War, but it was almosteliminated from policy documents in a restorativebacklash of the Cold War. From the sixties on however,Dewey's pedagogical thinking, which never lost groundwithin the liberal, laicist and Marxist circles,gradually and selectively regained influence inpolicies and reforms.     

A sentimental reeducation: Postwar West Germany's intimate geographies

Can a population or community be “taught” to feel and act differently through an externally imposed politico-cultural paradigm? What kinds of unexpected feelings (at odds with behavioral norms and expectations of the educator/observer) emerge from the collision of different political histories and cultural orientations? This paper examines American and West German social theories concerned with democratizing West Germany in the context of the Cold War and in the wake of initial US-Allied attempts at “reeducation” in the postwar period. Based on an analysis of Theodor W. Adorno's radio broadcasts and writings on the possibility of an “education to autonomy” after Auschwitz, this paper explores how West Germans came to “feel differently” through the gradual and contradictory negotiation of a democratic “habitus”, ultimately demonstrating the agonistic and ambivalent processes constitutive of substantial democracy.     

UNDERSTANDING THE POW EXPERIENCE: STRESS RESEARCH AND THE IMPLEMENTATION OF THE 1955 U.S. ARMED FORCES CODE OF CONDUCT

Facing accusations about weak military discipline following the supposedly poor behavior of American soldiers held captive during the Korean War, President Dwight Eisenhower instituted a Code of Conduct for the Armed Services in 1955. In response, military leaders hired numerous social and behavioral scientists to investigate the nature of the prisoner‐of‐war (POW) experience. These researchers not only challenged official government accounts of POW activities but opened up a new field of study—stress research. They also changed military training policy, which soon focused more on stress inoculation training, and, in so doing, helped lead the shift in psychology away from behaviorism to ego and cognitive psychology. In this sense, my article ties shifts within the social and behavioral sciences in the 1950s to the military history of the early Cold War, a connection generally missing from most accounts of this period.     

Some Lasting Consequences of US Psychology Programs in World Wars I and II

Applied research in psychology not only has contributed directly to societal advances but often has fostered basic research as well. Prominent examples are the programs directed by Yerkes in World War I to develop the Army Alpha test and several programs in World War II, including The American Soldier that assessed soldiers' attitudes during the war; a program for selecting agents for the Office of Strategic Services; and the Aviation Psychology Program to select and classify applicants for flight training in the Army Air Forces. Highlights of these programs are presented here, with special attention given to by far the largest, the Air Forces program. After World War II, many of the hundreds of psychologist veterans became prominent research psychologists. Most became university professors. Among those who continued to work in applied settings was John Flanagan who had served as Chief of the Army Air Forces Psychology Branch. (After the war, Saul Sells succeeded Flanagan as Head of the Aviation Psychology program.) Flanagan founded the American Institutes for Research (AIR), the earliest mission of which was to select flight personnel for civilian airlines. Another part of the AIR mission was to enhance civilian air safety by assuring the widespread use of Flanagan's critical-incident procedures (or near-accident reports) that now serve to reduce accident rates in a variety of industries as well as in aviation.     

The Impact of Personality on the End of the Cold War: A Counterfactual Analysis

The end of the Cold War is examined with respect to the impact of Mikhail Gorbachev, Ronald Reagan, and their respective foreign secretaries. This discussion yields an approach to the systematic examination of counterfactual questions about the impact of political actors on historical outcomes.     

Transitional Justice and “Genocide”: Practical Ethics for Genocide Narratives

In the wake of the Cold War a characteristic style of genocide narratives emerged in the West. For the most part, philosophers did not pay attention to this development even though they are uniquely qualified to address arguments and conceptual issues discussed in this burgeoning genocide genre. While ostensibly a response to a specific recent article belonging to the genre, this essay offers an outline of an ethics of genocide narratives in the form of four lessons on how not to write about genocide. It is argued that to the extent that works on the subject of genocide are dominated by narrativism, genocidalism, activism, or extreme pacifism, they cannot properly be classified as scholarly endeavors and must be met with resistance per the requirements of academic ethics and proper scholarly methodology.     

Dewey in postwar-Italy: The case of re-education

After the end of the Second World War, Italy was the first Axis country (followed by Germany and Japan), to undergo a process of “reeducation” by the allied troops, focusing initially on the education system. Under the direction of American scholars and school innovators, school syllabi and textbooks were rewritten in order to replace the ideological indoctrination exerted by the Fascist regime from 1923 to 1943 with democratic ideas. This article reconstructs different phases of the influence of John Dewey’s progressive education in Italy. This influence was predominant in policy and experimental schools, as well as in educational theory in the period immediately following the War, but it was almost eliminated from policy documents in a restorative backlash of the Cold War. From the sixties on however, Dewey’s pedagogical thinking, which never lost ground within the liberal, laicist and Marxist circles, gradually and selectively regained influence in policies and reforms.     

Bayley‐III: Cultural differences and language scale validity in a Danish sample

The purpose of this study was to investigate cultural differences between Danish and American children at 2 and 3 years as measured with the developmental test Bayley‐III, and to investigate the Bayley‐III Language Scale validity. The Danish children (N = 43) were tested with the Bayley‐III and their parents completed an additional language questionnaire (the MacArthur‐Bates CDI). Results showed that scores from the Danish children did not differ significantly from the American norms on the Cognitive or Motor Scale, but the Danish sample scored significantly higher on the Language Scale. A comparison of the Bayley‐III Language subtests with the CDI showed that the two measures correlated significantly, but the percentile score from the CDI was significantly higher than the percentile score from the Bayley‐III Language subtests. This could be because the two instruments measure slightly different areas of language development, or because the Bayley‐III overestimates language development in Danish children. However, due to the limitations of the current study, further research is needed to clarify this issue.     

Letter From Stockholm

Some of the ideas of Sigmund Freud were preceded in a literary form by the Swedish writer August Strindberg in the late 19th century. Psychoanalysis itself was introduced in Sweden about a decade into the 20th century by two rivalling pioneers, the doctors Emanuel af Geijerstam and Poul Bjerre. After a slow start, the Danish‐Norwegian Psychoanalytical Society and the Finnish‐Swedish Psychoanalytical Society were formed in 1934 in Stockholm. The same year, Ericastiftelsen [The Erica Foundation], a psychotherapeutic clinic for children, was founded by Hanna Bratt. Five years later, in 1939, also in Stockholm, the organization that was to become St. Lukasstiftelsen [The Saint Luke's Foundation] was founded. It has been, and still is, an association that has trained psychodynamic psychotherapists, with a focus on existential, religious and philosophical questions. Today, St. Luke's tries to be up‐dated from an academic standpoint. During the Second World War, several important psychoanalysts came to Sweden, for example René de Monchy, Lajos and Edith Székely, and Stefi Pedersen. Ola Andersson's doctoral dissertation (“Studies in the Prehistory of Psychoanalysis”, 1962) and the historian Gunnar Brandell's essay (“Freud, a Man of His Century”, 1961) have had an international impact. In the last two decades, an authorized and carefully edited translation of Freud's collected works has been published by Natur och Kultur, and the history of psychoanalysis in Sweden has been written at the University of Gothenburg. As a result of a recent interest in the work of Jacques Lacan, and French psychoanalysis, philosophy and literature, the journal Psykoanalytisk Tid/Skrift was founded in 2002, in Gothenburg. Since 2011 the journal is called Arche. The largest organized group of psychoanalysts in Sweden today is the Swedish Psychoanalytical Association (SPAF), which has around 225 members. Since 2008, it no longer has the right to license psychotherapists, a situation which reflects the position of psychoanalysis outside the mainstream of psychiatric health services and academic psychology. Despite the criticism of Freud's thinking from biologically and cognitively oriented theoretical standpoints, the interest in psychoanalysis endures.     

Lobotomies and Botulism Bombs: Beckett’s Trilogy and the Cold War

The article argues that Beckett's Trilogy stages the effects of a lobotomy operation on a potentially politically subversive writer, and that the consequences of the operation can be traced in both the retreat of the narrator(s) of the Trilogy into the mind and into comatose mental states and in the detail of the operation itself, based on the 'icepick' lobotomies performed by neurologist Walter Freeman in the late 1940s and early 1950s. To write about extreme psychiatric situations in the post-war period is necessarily to invoke the political uses of psychosurgery with which this article engages. The article goes on to consider the figure of the brain-damaged mind as a Cold War trope in the references to botulism and the motif of the penetrated skull in The Unnamable.     

Jón Arason, ‘the last Icelander’ and the Coming of the Reformation to Iceland

Abstract

The subject of this study, Jón Arason, the last Catholic bishop of Iceland until the modern era, was executed with his two sons in 1550. His legacy is ambiguous; venerated in a Lutheran country as a nationalist hero, but also described by some commentators as illiterate, yet revered by others as the greatest poet of his age. The article will examine this legacy in light of contemporary evidence in order to demonstrate that Arason's life exemplifies much about an overlooked aspect of the Reformation on the fringes of Europe. In addition, because of Iceland's position as part of the Norwegian kingdom under Danish rule, Arason's career exemplifies much about the growth of the modern state. Although a bishop, he provides an interesting example of a medieval chieftain's struggle against the form of direct rule that was an inevitable feature of the developing modern empire.     

Impact of Summer Trip to Israel on the Self-Esteem of Jewish Adolescents

Psychological research has identified many positive effects of adolescents being aware of their religious and cultural backgrounds (Fiese, 1992). Religious rituals and community support facilitate developmental transitions. They also instill a stronger sense of identity. Mainstream North American society's emphasis on autonomy and individuality has meant that people are less reliant on religious and cultural rituals as a source of community strength. The lack of defined traditions and spiritual goals has left many of today's American adolescents confused. Jewish American adolescents, in particular, may not achieve a full sense of their religious and cultural background due to the preponderance of Christian symbols and ideology as well as to a de-emphasis of religion due to America's scientific/secular world view. A trip to Israel, the Jewish homeland, gives Jewish adolescents the chance to meet other Jewish people and to spend time in an environment which promotes Jewish ideology, history, and culture. Although past research on Jewish adolescents has found that a trip to Israel enhances a sense of Jewish identity, personality, and leadership skills (Kafka, London, Bandler, & Frank, 1990), no recorded empirical research has looked at possible changes in self-esteem. The goal of this research project was to determine if learning about and experiencing Israeli religious practices and culture foster greater Jewish self-esteem, Jewish identity, and/or self-concept for Jewish adolescents. The compiled data reveal that Jewish identity and Jewish self-esteem have a direct and positive bearing on each other. Jewish adolescents with a strong sense of Jewish identity are more likely to develop a higher level of Jewish self-esteem. Likewise, enhanced Jewish self-esteem is connected to a greater sense of Jewish identity. Although scores on the Jewish Identity and Jewish Self-Esteem Scales did not significantly correlate with self-concept scores on the Piers-Harris Children’ Self Concept Scale (1984), and the Piers-Harris scores did not significantly change over time, these results may be due to the above average pre-test self-concept scores of the participants. Adolescents from both the Camp and Israel groups scored in the above average range on the Piers-Harris Self-Concept Scale prior to and following the summer excursion. Directed at parents, scholars, and communities, this study calls attention to the importance of religiosity and culture to adolescent development. This research project also confirms this study's hypothesis that sending all Jewish adolescents to Israel between Middle and Late Adolescence lessens developmental ambiguity and strengthens self-esteem. By gaining an understanding of roots, identity, and self-esteem, adolescents and adults may become more accepting of themselves, thus enhancing their ability to be open and accepting of others—much needed qualities.     

The impact of the Gulf War on the churches in the Middle East: A socio-cultural and spiritual analysis

Much has been written about the Persian Gulf War, mostly from an American perspective. Little has been published from a non-Western, especially Christian perspective, to a North American audience. This paper is an attempt to highlight the effect of the Gulf War on the people of the Middle East generally and the Christian communities in particular. The author analyzes the social and political factors, summarizes the reports received from various public and private sources, such as national pastors and mission organizations, and presents his own impressions and evaluation of the current events as a Lebanese Christian national.     

Interviews on Freud and Jung on Freud and Jung with Henry A. Murray in 1965

Henry Murray became one of the legendary figures in the history of American psychology. Not only was he a leading pioneer in the field of personality theory, but he created (with Christiana Morgan) the Thematic Apperception test. He also took a leading role in making psychological profiles for the American government's Office of Strategic Services during World War II. For years Murray headed the Harvard Psychological Clinic, and also worked on the writings of Herman Melville for almost half of his long life. Murray took a wholly independent path from Freudian and Jungian organizations, yet his memories of contact with Freud and Jung are worth recording. These interviews with Murray were conducted in 1965. To take only one example, the circumstances of Jung's getting his honorary degree from Harvard in 1936 are elucidated, as well as Freud's inquiry to Murray about why he himself had missed out on that occasion. A postcript to the interview, illustrating Murray's capacities as a writer, concerns his spirited response to the Princeton philosopher Walter Kaufmann's inquiry about Roazen's account of the 1936 honorary degree in his 1975 Freud and His Followers.