W. R. D. FAIRBAIRN AND THE PROBLEM OF HOMOSEXUALITY: A STUDY IN PSYCHOANALYTIC PREJUDICE

W. R. D. Fairbairn believed that the psychoanalyst's motivations and theories must ultimately be rooted in a need to resolve personal conflicts. His self‐analytic and other records, now publicly available, indicate how his struggles with unacceptable sexual feelings and their symptomatic manifestations affected not only his theorizing, especially about sexuality, but also his clinical practice, as well as his personal and family life. Fairbairn's case affords a unique opportunity to document the effects of homophobia in a major psychoanalyst.     

THE PARADOX OF COGNITIVE RELATIVISM REVISITED: A Reply to Jack W. Meiland

EDITORS NOTE: Typographical corrections of page proofs were accidentally left out of Dr. Beach's article, which appeared in the January issue of this volume. The omission diminishes the value of the article; and the Editor apologizes for the oversight to Dr. Beach and the readers of Metaphilosophy. A typographically correct version is given below.     

Dr. Susan W. Gray

While Susan W. Gray is known primarily for her work with the Early Training Project, a pioneering early intervention program with low-income black children, she has also influenced the development of school psychology and the creation of Early Childhood Education as a discipline. In addition, in her own quiet way, she has supported the career development of a number of professional women who have had impact on child development, early childhood education, and school psychology. Four major themes are used to present Susan Gray's biography: (1) being ahead of her time in terms of thinking which allowed her to take advantage of opportunities; (2) the role of serendipity versus long-range planning of career trajectories; (3) specific influences on her as a woman; and (4) a lifetime of courage and dedication. Examples of work which was in advance of psychology included work in early intervention with low-income children, an emphasis on the use of scientific experimental methodology in field research, an eclectic approach which crossed disciplinary boundaries, a consultative approach to school psychology, and the inclusion of affective and cognitive education in inter-