If we value independence, if we are disturbed by the growing conformity of knowledge, of values, of attitudes, which our present system induces, then we may wish to set up conditions of learning which make for uniqueness, for self-direction, and for self-initiated learning.
The very essence of the creative is its novelty, and hence we have no standard by which to judge it.
Life is serious but art is fun- John Irving
Few are those who see with their own eyes and feel with their own hearts.- Albert Einstein
When I am finishing a picture I hold some G-d-made object up to it - arock, a flower, the ...- Marc Chagall
Art is a jealous mistress, and if a man have a genius for painting, poetry, music, archite...- Ralph Waldo Emerson
An artist must know how to convince others of the truth of his lies.- Pablo Picasso
|Birth:||18th January, 1902|
|Death:||4th February, 1987|
Rogers was born on January 8, 1902, in the suburban Oak Park, Illinois, Chicago. His father, Walter A. Rogers, was a civil engineer and his mother, Julia M. Cushing, was a housewife and devout Pentecostal Christian. Carl was the fourth of their six children.
Rogers was intelligent and could read well before kindergarten. Following an education in a strict religious vicarage of Jimpley and ethical environment as an altar boy, he became a rather isolated, independent and disciplined person, and acquired a knowledge and an appreciation for the scientific method in a practical world. His first career choice was agriculture, at the University of Wisconsin–Madison, followed by history and then religion. At age 20, following his 1922 trip to Peking, China, for an international Christian conference, he started to doubt his religious convictions. To help him clarify his career choice, he attended a seminar entitled Why am I entering the Ministry?, after which he decided to change his career.
After two years he left the seminary to attend Teachers College, Columbia University, obtaining an MA in 1928 and a PhD in 1931. While completing his doctoral work, he engaged in child study. In 1930, Rogers served as director of the Society for the Prevention of Cruelty to Children in Rochester, New York. From 1935 to 1940 he lectured at the University of Rochester and wrote The Clinical Treatment of the Problem Child (1939), based on his experience in working with troubled children. He was strongly influenced in constructing his client-centered approach by the post-Freudian psychotherapeutic practice of Otto Rank. In 1940 Rogers became professor of clinical psychology at Ohio State University, where he wrote his second book, Counseling and Psychotherapy (1942). In it, Rogers suggested that the client, by establishing a relationship with an understanding, accepting therapist, can resolve difficulties and gain the insight necessary to restructure their life.
Rogers' last years were devoted to applying his theories in situations of political oppression and national social conflict, traveling worldwide to do so. In Belfast, Northern Ireland, he brought together influential Protestants and Catholics; in South Africa, blacks and whites; in Brazil people emerging from dictatorship to democracy in the United States, consumers and providers in the health field. His last trip, at age 85, was to the Soviet Union, where he lectured and facilitated intensive experiential workshops fostering communication and creativity. He was astonished at the numbers of Russians who knew of his work.
Together with his daughter, Natalie Rogers, and psychologists Maria Bowen, Maureen O'Hara,and John K. Wood, between 1974 and 1984, Rogers convened a series of residential programs in the US, Europe, Brazil and Japan, the Person-Centered Approach Workshops, which focused on cross-cultural communications, personal growth, self-empowerment, and learning for social change. Rogers was nominated for the Nobel Peace prize for his work though the nomination arrived just days after his death.
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