Dennis Engels: A Humanitarian and Ethical Scholar

Dr. Dennis Engels retired in 2011 after a 35‐year career as a counselor educator, during which he contributed over 30 years of service to the Association for Spiritual, Ethical, and Religious Values in Counseling. In this profile article, the author reviews the highlights of Dr. Engels's distinguished career and presents an interview in which Dr. Engels discusses (a) his journey as a counselor educator, (b) ethical standards and credentialing, and (c) the future of counseling.     

John B. Watson's alleged sex research: an appraisal of the evidence

In 1974, a story was published about clandestine research done by John B. Watson that was judged to be so reprehensible that it was offered as the real reason he was fired from his faculty position at Johns Hopkins University in 1920, at perhaps the peak of his academic career. Watson's dismissal from Johns Hopkins may have been the most important event in his career, and it almost certainly altered the history of American psychology. Thus, this story has great significance. The claims of the story, however, have never been validated or invalidated. This article examines the evidence for and against the existence of such research and discusses Watson's academic dismissal in light of that evidence.     

Ronald Reagan's Presidency: The Impact of an Alcoholic Parent

Ronald Reagan enjoyed a successful political career. Nevertheless, his political life was affected dramatically by the fact that he was the son of an alcoholic parent. Alcoholic parents leave deep marks on their children's lives, even after those children become adults. As president of the United States, Reagan clearly demonstrated these marks. He was aloof and distant, was often a disengaged leader, showed inordinate loyalty to associates even when such loyalty became problematic, was prone to live in a world of make‐believe, married compulsive women, and craved approval and applause. Each of these behavioral characteristics was part of the psychological legacy left to this president by his long‐dead alcoholic father. Some of them damaged his presidency greatly; others, however, may well have assisted it.     

Constructing a scientific paper: Howell's prothrombin laboratory notebook and paper

Scientists generally record their laboratory activities and experimental results in notebooks, from which they construct scientific papers. The Johns Hopkins physiologist William Henry Howell kept a laboratory notebook from 1913 to 1914, in which he recorded experiments on the blood clotting factor prothrombin. In 1914 he published a paper using this notebook, to justify his theory of prothrombin activation. Howell's paper is reconstructed, in terms of its narrative and argument elements, from the laboratory activities and experimental results recorded in the notebook. This reconstruction reveals an intimate connection between the two texts and the process by which Howell constructed a scientific paper. The generation of scientific knowledge by Howell is then evaluated, especially in terms of theory formation and justification.     

Shaping of scientific psychology in Japan

Japanese scientific psychology began with Y. Motora's lecture on pyschophysics at the University of Tokyo in 1888. He had just received his PhD under G.S. Hall at Johns Hopkins University, in the USA. He became the first professor of psychology in 1890 and founded the first psychological laboratory at the University of Tokyo in 1903. He studied many psychological problems, including attention, experimentally and theoretically. One of his first students, Matataro Matsumoto, founded the second psychological laboratory at Kyoto University and then succeeded to Motora's position in Tokyo. Matsumoto was interested in experimental studies of human performance and their applications. He trained many able psychologists and organized the Japanese Psychological Association in 1927. Some of his students founded more psychological laboratories in major universities of Japan. They introduced psychological tests, Gestalt psychology, and behaviourism in the 1920s and 1930s. Psychoanalysis was introduced through mainly nonacademic roots and became familiar to Japanese psychologists in the 1930s. After World War II, a strong influence of American psychology came to Japanese psychologists who had already trained in scientific methodology. The areas of research and applications have been greatly widened and the number of psychologists has increased rapidly up to the present day. Promotion of international interactions and indigenous traditions are both expected.     

The Emergence and Development of Bekhterev's Psychoreflexology in Relation to Wundt's Experimental Psychology

After its foundation, the Laboratory for Experimental Psychology at Leipzig University became an international center for psychological research, attracting students from all over the world. The Russian physiologist and psychiatrist Vladimir Bekhterev (1857–1927) was one of Wilhelm Wundt's students in 1885, and after returning to Russia he continued enthusiastically his experimental research on mental phenomena. However, he gradually distanced himself from Wundt's psychological project and developed a new concept of psychology: the so‐called Objective Psychology or Psychoreflexology. The goal of this paper is to analyze Bekhterev's position in relation to Wundt's experimental psychology, by showing how the former came to reject the latter's conception of psychology. The results indicate that Bekhterev's development of a philosophical program, including his growing interest in establishing a new Weltanschauung is the main reason behind his divergence with Wundt, which is reflected in his conception of scientific psychology. Despite this, Wundt remained alive in Bekhterev's mind as an ideal counterpoint.     

Investigation of placement outcomes 3 years after a job skills training program for chronically unemployed adults

This analysis of chronically unemployed job seekers after they completed a comprehensive job skills training program reveals dynamic interpersonal and intrapersonal characteristics that have an impact on job‐finding success. Of primary interest in this study was the relationship between R. B. Cattell's (1988) second‐order personality factors and participants' employment status 3 years after they graduated from the job skills program. Furthermore, U.S. Department of Labor worker trait classifications, such as aptitude, academic achievement, work history, and Holland's hexagonal definitions of career interest were also analyzed (United States Employment Service, 1972). Relatively robust correlations between job holding status and 2 of the second‐order personality factors on Cattell's Sixteen Personality Factor Questionnaire were illuminated: Independence and Objectivity.     

Concepts of Intraindividual Variability and Change: Impressions of Cattell's Influence on Lifespan Development Psychology

Raymond B. Cattell is not generally perceived to be a developmental psychologist. However, his lengthy, highly systematic research program produced many conceptual, methodological, measurement, and data analysis tools for identifying and studying interindividual differences and similarities in intraindividual change patterns. Such issues and methods are among the key elements of the foundation on which the lifespan orientation to the study of development rests. Therefore, one can see evidence of the integration of many of Cattell's contributions into the conduct of lifespan development research. In addition to conceptual and methodological innovations, Cattell's substantive contributions, including personality and ability concepts and their accompanying, age-graded measurement devices, are also utilized to varying degrees by developmentalists. How valuable for developmental research have Cattell's contributions been? The evidence sifted indicates that Cattell has not had a notable direct impact on traditional developmental research and theorizing, in part because he has not systematically invested his own efforts in the study of developmental phenomena and issues per se. At a more general level, however, and particularly in relation to the lifespan orientation to the study of development, Cattell's multivariate correlational research program is indeed helping to shape current direction and practice.     

Physiology as the antechamber to metaphysics: the young William James's hope for a philosophical psychology

In the 5 years before 1878, when his career in psychology was becoming established, William James wrote a series of notes and reviews assessing the work of many of the pioneers in the new field. Adopting a public and confident voice, even while he was privately still uncertain and searching, James criticized the dogmatism of positivist and idealist claims to the study of the human brain and mind. In his short writings of 1873-1877, James started to formulate his own middle path. His first steps on that path show that he did not reject either scientific or philosophic inquiry; instead, he viewed scientific knowledge as a way to understand philosophical questions more deeply. Saving his sharpest critiques for positivism, James endorsed scientific investigation without materialist assmptions. While his career in psychology was still only a hope, James treated science as a means toward humanist insight.     

Johns Hopkins's first professorship in philosophy: a critical pivot point in the history of American psychology

The first professorship in philosophy at Johns Hopkins University was contested in the early 1880s by two of the most prominent and influential scholars in America: Charles Sanders Peirce and George Sylvester Morris. A third figure also vied for the position, although he was much less well known at the time: Granville Stanley Hall. Through a series of unexpected circumstances, Hall ultimately won the professorship and then used it to leverage an extraordinary career that included his opening the first American research laboratory in psychology, establishing the American Journal of Psychology, becoming president of Clark University, founding the American Psychological Association, and profoundly affecting the character of developmental psychology in America.     

ROY SCHAFER'S CONTRIBUTIONS TO PSYCHOLOGICAL TESTING: FROM CLINICAL SENSIBILITY TO THE ANALYTIC ATTITUDE

The author reviews Schafer's contributions to psychological testing, emphasizing his development of the test battery, his significant contributions to psychoanalytically oriented Rorschach interpretation, and his understanding of the complex interpersonal dynamics involved in psychological test interpretation. The author also discusses his use of Schafer's writing in his own teaching and academic work, noting that Schafer's contributions have not only provided innovative methods for examining test data, but have also promoted a respectful, humanistic, and individualized approach to the patient in testing and treatment. The author asserts that Schafer's later seminal contributions to psychoanalysis had their origins in his early career as a psychologist applying psychoanalytic ideas to testing.     

The Religious Meaning of Culture: Paul Tillich and Beyond

Throughout his theological career Paul Tillich (1886–1965) was fundamentally concerned with the question of the religious meaning of culture. The answers that he gave – initially in the revolutionary ferment of 1920s–1930s Germany and then again in the brave new world of post‐World War II America – were profound and far‐reaching in their importance for twentieth‐century theology. This article will explore the development of Tillich's interpretations of the religious meaning of culture and apply his analyses to our contemporary religious and cultural situation by suggesting a trinitarian enlargement of Tillich's concept of theonomous metaphysics towards a multidimensional theology of culture.     

‘Pain Always Asks for a Cause’: Nietzsche and Explanation

Those who have emphasised Nietzsche's naturalism have often claimed that he emulates natural scientific methods by offering causal explanations of psychological, social, and moral phenomena. In order to render Nietzsche's method consistent with his methodology, such readers of Nietzsche have also claimed that his objections to the use of causal explanations are based on a limited scepticism concerning the veracity of causal explanations. My contention is that proponents of this reading are wrong about both Nietzsche's methodology and his method. I argue for this by: first, showing that Nietzsche was suspicious of causal explanations not only on sceptical grounds but also for reasons provided by his psychological analysis of our tendency to look for causes; and second, arguing for a non‐causal interpretation of Nietzsche's approach to psychological explanation.     

The clinical psychology of lightner witmer: A case study of institutional innovation and intellectual change

The name Lightner Witmer is rarely invoked in the historian's litany of psychological saints. Neither a grand systematizer nor an ardent experimentalist, the “world's first clinical psychologist” is even dismissed by contemporary clinicians because of his purported failure to achieve for psychologists professional hegemony over the “problem child.” Yet disciplinary ventures which in Joseph Ben-David's phrase fail to “take off” represent extremely illuminating indicators of a discipline's shifting ideas, roles, and aspirations. Explicitly urging that historians pay more attention to subgroups of larger disciplines, this paper constitutes an attempt to assess the impact of changing social roles upon psychologists' intellectual stances through an examination of Witmer's novel activities at the University of Pennsylvania.     

O'NEILL'S JOURNEY

This paper considers some of the processes through which Eugene O'Neill (1888–1953) dramatically shaped his inner life and through which he created his plays. These processes at their finest are evident in his composition of Long Day's Journey into Night (1941a). During its 21‐month composition, the play went through three different versions, as evidenced by the playwright's handwritten and typed materials (O'Neill, unpublished, a, b, c, d). This paper posits that each version reflects O'Neill's changing state of mind as he began to master his instinctual life, developing increasingly rich characters and creating a painful, deeply tragic vision. Thus, this paper shows that O'Neill's great artistic achievement reflected a great psychological one.     

A mereological argument for the non‐spatiotemporality of things in themselves

Kant's published arguments for the non‐spatiotemporality of things in themselves have not been well received. I argue that Kant has available to himself an argument for the non‐spatiotemporality of things in themselves that is premised upon a disparity between the compositional structure of the intelligible world and the structure of space and time. I argue that Kant was unwaveringly committed to the premises of this argument throughout his career and that he was aware of their idealistic implications. I also argue that this argument is consistent with Kant's restrictive mature epistemology. If my argument is successful, then even if Kant's published arguments for transcendental idealism fail, we need not regard his ambitious metaphysical project as a failure.     

The metaphysical club at the Johns Hopkins University (1879-1885)

Of the earliest American universities, The Johns Hopkins in Baltimore holds a unique position for psychology. At Hopkins, many of America's first psychologists received their graduate training. Of special interest is the Hopkins Metaphysical Club, organized in 1879 by Charles Sanders Peirce. It provided a forum for research and scholarship by faculty and students. Papers related to topics of the "new" psychology began to appear in 1883, about the time G. Stanley Hall was given a 3-year appointment at Hopkins. When Peirce departed Hopkins in 1885, Hall was free to develop psychology in his image and disbanded the club. Nevertheless, the Metaphysical Club played an important role in the emergence of American scientific psychology.     

Fear of breakdown and the unlived life

Winnicott's Fear of breakdown is an unfinished work that requires that the reader be not only a reader, but also a writer of this work which often gestures toward meaning as opposed to presenting fully developed ideas. The author's understanding of the often confusing, sometimes opaque, argument of Winnicott's paper is as follows. In infancy there occurs a breakdown in the mother–infant tie that forces the infant to take on, by himself, emotional events that he is unable to manage. He short‐circuits his experience of primitive agony by generating defense organizations that are psychotic in nature, i.e. they substitute self‐created inner reality for external reality, thus foreclosing his actually experiencing critical life events. By not experiencing the breakdown of the mother–infant tie when it occurred in infancy, the individual creates a psychological state in which he lives in fear of a breakdown that has already happened, but which he did not experience. The author extends Winnicott's thinking by suggesting that the driving force of the patient's need to find the source of his fear is his feeling that parts of himself are missing and that he must find them if he is to become whole. What remains of his life feels to him like a life that is mostly an unlived life.     

THE BIOLOGIST AS PSYCHOLOGIST: HENRY FAIRFIELD OSBORN'S EARLY MENTAL ABILITY INVESTIGATIONS

In the early 1880s, biologist Henry Fairfield Osborn conducted some of the first questionnaire research in American psychology. This article details how he came to distribute Francis Galton's questionnaire on mental imagery in the United States, as well as how he altered it to suit his own burgeoning psychological research interests. The development and circulation of questionnaires at the very beginning of American scientific psychology, first by Osborn and later by G. Stanley Hall, is discussed in terms of the new psychology's often‐overlooked methodological plurality. Further, Osborn's late nineteenth century interest in individual variation and group differences in mental imagery ability are discussed in relation to his pervasive educational and social concerns, as well as his eventual status as a prominent eugenicist in the twentieth century United States. This research into mental imagery ability foreshadows the eugenic‐oriented intelligence testing that developed in the early twentieth century.