Chapter fourteen is a retry of the “previous chapter” a presentation to teachers with some major differences in his approach. This is his thesis regarding the implication of psychology in the educational field. As most of our schools at least the public schools have conformed to his views I assume this presentation went over a lot better. My only reference here to what I have previously stated is , of course you bring your self to the class room, but while you can talk about any thing, any way you desire, if you are teaching a kid how to tie his shoes, that requires teaching. No matter how he feels about it, he still needs to learn to tie his own shoes. Then the self esteem can come in to play for a true accomplishment. That will benefit him the rest of his life. And hopefully used to teach others the same skill if needed. All through this book I have comprehended and for the most part agreed with Rogers view point. . Psychotherapeutic concepts such as "empathy," reflection," "unconditional positive regard," and "self-actualization" seem to simple, even sappy, and yet they have given me insight into how if properly used could indeed work in therapeutic conditions. Yet it feels as if half of the answer or maybe its half of the equations is still missing something is not quite right about it all just in reading it. Prior to Rogers, almost all forms of therapy centered around psychiatry and psychoanalysis. In fact, approaches in psychoanalysis (e.g., self psychology, object relations theory) that emphasize the transforming impact of "empathy" and "mirroring" are really not that far from the humanistic notions about the ingredients necessary for self-actualization. Yet some how these other theories are no longer valued in our public schools as a concept for the teaching system, they have went almost totally Rogerian. And not just our schools, but our prisons also our court systems and I am sure if investigated many more places in our culture. While this is not totally bad it is as I said only a piece of the pie. Something is definitely missing some where. We are one of the worst nations for actual learning in the world and probably invest more money into our public school system than any other nation. What does this say?

Chapter thirteen, is amusing and almost takes up where I went in the last chapter with my musings. This is either quit a coincidence, or Rogers led me here with the Chapters prior to this. It is about teaching and teachers approaches to influencing human behavior. The shortest chapter in the book it so far holds the most impact for me. It is the first time Mr. Rodgers shied away from repeating his personal conception of unconditional positive regard. I would very much have liked to be a little mouse with a tape recorder in that room. However, I found his very humanism refreshingly delightful. In this case at least he definitely was not the man with the answers. It brings forth a bit of empathy for his situation in me. He has pondered this event, it shows in his information leading up to the event its self. I think I just adopted him as a friend, and found my own “unconditional positive regard” for him. But I myself prefer to learn from a Professor who wants to share their knowledge as well as life experiences.

Chapter seventeen, is on communication. This chapter I totally agree with. But now I am not sure if I actually agree with this out look or if I have been programmed to agree to it during my life time. The age of this book makes one wonder just how far developments have come. Can you imagine what a verdict would be in a court room if subliminal statements were inserted, “He is innocent, or He is guilty”. Or how about, mass media subliminal pictures for fast food, credit cards, any number of things Americans think we cant live without. How about drugs, cigarettes, or alcohol using music. Any one could put a subliminal message on a computer web page. Especially

Some topics in this essay:
Chapter Rogers, Prior Rogers, Neither Bible, Hitler Chapter, According Rogers, Science Stats, Programming Freudian, PARANOID Chapter, Becoming Person, Becoming Person”, therapist record transcribe, sessions verbatim, transcribe therapy sessions, rogers therapist, therapist record, record transcribe, transcribe therapy, positive regard, therapy sessions verbatim, public schools, unconditional positive regard, therapy sessions, rogers therapist record, unconditional positive, widely employed,