Propriety of the Erich Fromm Document Center. For personal use only. Citation or publication of
material prohibited without express written permission of the copyright holder.
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Veröffentlichungen – auch von Teilen – bedürfen der schriftlichen Erlaubnis des Rechteinhabers.
Psychological Reports, 1969, 25, 159-164. © Psychological Reports 1969
••ignificant decre-
CONTRIBUTIONS TO THE HISTORY OF PSYCHOLOGY: X.
.editions, Davison
FILMED DIALOGUES WITH NOTABLE CONTRIBUTORS
.il and relaxation
TO PSYCHOLOGY1-2'
l'iu. The logic of
RICHARD I. EVANS
. 'u be viewed as
University of Houston
.upport the view
•cportantly, the
Summary.—A series of films which involves dialogues with notable con
tributors to psychology is being completed. Included in the series so far are 30to 50-min. films featuring Carl Jung, Ernest Jones, Erich Fromm, B. F. Skinner,
Erik Erikson, Gardner Murphy, Raymond Cattell, Henry Murray, Ncvitt Sanford, Ernest R. Hilgard, Gordon Allport, and playwright Arthur Miller. The
• >: rehearsal must
>n that cognitive
.1 must assess the
li.u is, an expert-
rationale for this series is discussed both in terms of its use as an instructional
••i in which each
device in psychology courses and its archival value.
cedure utilized in completing these dims.
I. rsrl but docs
In spiteof the increasing growth in facilities for their utilization, films and
television for instruction in psychology and other disciplines appear to suffer
ni; in systematic
(.ccive the same
from a continuing stamp of disapproval from many university professors (Evans,
Smith, & Colville, 1963; Evans & Leppmann, 1968), since such media, among
other things, have been characteristically associated with mass entertainment
rather than as a means of qualitatively contributing to the educational process.
General studies by teachers of graphic communication efforts suggest that they
i rucial difference
.!•• other does not.
|]1 remain unclear
••.cess.
ate perceived as being of low over-all quality and credibility (Miller, 1957).
Therefore, it appeared that if media such as films or television are to be more
Journal of
generally utilized as a part of the university instructional system, the introduction
:-\ 1938.
'i< discnsitization.
>f u taxation and
>-!
Also described is the pro
(b)
i'! Univer. Press,
J'ugamon Press,
i
;
ofa dimension of perceived credibility and quality to the content transmitted in
these media must be among the contingencies necessary for their utilization.
The currently distributed American Psychological Association's film and
television series, Focus on Behavior, illustrated one means of coping with this
problem of introducing credible content into non-traditional educational media.
This series centers on current areas of research emphasis in psychology in an often
imaginative, highly communicative manner, with a technically sound content.
Utilizing as resources various productive investigators around the country and
their laboratories, it presents a quality of well-rounded content which should en
courage the use of these films in the psychology instructional system.
What may be a neglected area in the history of psychology suggested an'An earlier form of this paper was first presented at the American Psychological Associa
tion meetings, New York City, September, 1966, on a special program entitled, Filmed
Dialogues with Notable Contributors to Psychology. A revised form of the paper was read
Mthe Intcramerican Society of Psychology, December, 1967, in Mexico City, Mexico, the
XI Intcramerican Congress of Psychology.
'After having been invited to participate as interviewees themselves, thanks are accorded
Gardner Murphy, Nevitt Sanford, and Ernest R. Hilgard for their willingness to serve as
members of the project's Advisory Committee. Also, the unusual cooperation of all the in
terviewees has contributed immensely to the success of the project.
Evans, R. I., 1969: Contribution to the History of Psychology: X. Filmed Dialogues with Notable
Contributors to Psychology, In: Psychological Reports, Vol. 25 (1969), pp. 159-164.
Propriety of the Erich Fromm Document Center. For personal use only. Citation or publication of
material prohibited without express written permission of the copyright holder.
Eigentum des Erich Fromm Dokumentationszentrums. Nutzung nur für persönliche Zwecke.
Veröffentlichungen – auch von Teilen – bedürfen der schriftlichen Erlaubnis des Rechteinhabers.
160
R. I. EVANS
HISTORY O!
S3 ISfif Ct' *rel°7s «-"* -— *>< j
abItley too often consist of audio tapes, unfortunately too didactk in na" e" i
opeserye the natural impact of the personalities of these individual Fxper
i
^r;t;™rzrs;r3551educTf
^:of i
} Su^ested thattelrisiontd
the introduction
f
credibility into thP ill
indicated how much he apprcn,,
for example. In reviewing anotlJ
Pomts to this opportunity to corrj
must be very frustrating to an J
situation to clarify misinterpret
hirf
3nd rUSh *"* t0 W J
helplessly sayJng-But I never mc J
!
portumtytoobjecttotheuseofc-ij
trust vs mistrust, etc., being the pa,
I
back to the original
writings of .hei
theedlaIogues
ManyprofessoLs,
port that many students do, indeed
tmguished interviewees. In faa,,,'
available to libraries, astudent cou!,!,
lnvariety.
atUtoral "Jationship with aP„J
J •
,„.
...
J,
\^JJ). mrormal reactions to screen ne of the filmc
and a controlled evaluation CSv-ins icuZaus ~c
j
il-«""fc or tne nims
(G«Ino"^M) "theTlT T ^ thC Nati°nal SdenCC *™**»
Questions have been raised In
films on open-circuit educational u>
mgove KUHT-TV suggests tlW( I
courses. However, the films have bcJ
cfessroom situation where class disaJ
impact as a teaching device
1
ords £^geSted
er'thefe is •» JJ
ords
of distinguishedearh'
psychologists
«b.oosoonwiththJpa^tJ
^nest Jones, and Gordon Allport ''
rWi rdid0n t0 th0se featuri% J«l
<.*>"o/;, a. p. Skinner (19671 i?,
The films also provide additional primary source material from fm™ ,
contributors to psychology This micht nr™
i
important
find that their stents focus too mfch oT" "eW'^Tt0 inStrUCt°rS **
Evans, R. I., 1969: Contribution to the History of Psychology: X. Filmed Dialogues with Notable
Contributors to Psychology, In: Psychological Reports, Vol. 25 (1969), pp. 159-164.
Bafbt!^°rdf0rtheimmediativeT^r^f
vaIlIe whj
' nj
ative individual in^ theteachin«
humanities
«urW generated
}W by3lS0these
beenfilms
deluded
students
is J,|
Materials, &^ES^y^
Propriety of the Erich Fromm Document Center. For personal use only. Citation or publication of
material prohibited without express written permission of the copyright holder.
Eigentum des Erich Fromm Dokumentationszentrums. Nutzung nur für persönliche Zwecke.
Veröffentlichungen – auch von Teilen – bedürfen der schriftlichen Erlaubnis des Rechteinhabers.
HISTORY OF PSYCHOLOGY: X. FILMS
r
non-
ircs in
161
indicated how much he appreciated the opportunity presented by the dialogue
situation to clarify misinterpretations of his introversion-extraversion typology,
equate
for example. In reviewing another one of these dialogues, Tooley (1968) also
: avail-
points to this opportunity to correct misinterpretations when she states: ". . . it
nature
must be very frustrating to an author to have a reading public swoop down on
his work and rush away to quote and apply in all directions, leaving him rather
helplessly saying 'But I never meant that!" Erikson makes rich use of the op
:xperiisychoion of
il con
stable
iorane-
Aside from correcting such misinterpretations, stimulating the student to go
back to the original writings of the distinguished interviewees is a related goal of
uation,
these dialogues. Many professors who have used these films in their courses re
at such
port that many students do, indeed, refer back to the original writings of the dis
tinguished interviewees. In fact, it has been suggested that, since these films are
lotable
cation,
by the
(1959,
; films
of the
available to libraries, astudent could view them, do independent reading, engage
in a tutoral relationship with a professor, and complete a course of the honors
variety.
Questions have been raised by potential users concerning the use of these
films on open-circuit educational television. Audience response to such show
ings over KUHT-TV suggests that the teaching-through-dialogue device does
:'s per-
make such material palatable to a more diverse audience than many typical tele-
nal de-
courses. However, the films have been produced primarily for utilization in the
classroom situation where class discussion led by the instructor can increase their
dation
ilogues
lieory)
ned to
o date,
' techith the
t, thus
lint of
arisons
y react
jortant
rs who
aterial.
:n sub-
viewer
964a)
»'t'v •..
portunity to object to the use ofeight stages as an 'Eriksonian achievement scale,"
trust vs. mistrust, etc., being the pass-or-fail items" (p. 541).
impact as a teaching device.
,
As suggested earlier, there is an archival value in such permanent film rec
ords of distinguished psychologists. This value was unfortunately demonstrated
much too soon with the passing away of three of our interviewees, Carl Jung,
Ernest Jones, and Gordon Allport.
In addition to those featuring Jung (1968), Jones (1959), and Allport
(1967), films are now available3 involving Erich Fromm (1966), Henry Murray
(1967), B. F. Skinner (1967), Raymond Cattell (1966), Gardner Murphy
(1966), Erik Erikson (1966), Nevitt Sanford (1968), and Ernest R. Hilgard
(1968). Projected for the immediate future are dialogues with Jean Piaget and
Barbel Inhelder.
To explore the teaching value inherent in communication between a cre
ative individual in the humanities who has made significant statements about
human personality and a psychologist, filmed dialogues with playwright Arthur
Miller (1967) have also been included in the series. The interest of psychology
students generated by these films is very encouraging. It suggests that within
The distributor of the films (sales and rentals) selected through a competitive bidding
procedure approved by NSF and the University of Houston i.s Association Instructional
.Materials, 600 Madison Avenue, New York, New York 10022.
Evans, R. I., 1969: Contribution to the History of Psychology: X. Filmed Dialogues with Notable
Contributors to Psychology, In: Psychological Reports, Vol. 25 (1969), pp. 159-164.
;ifc\ .
Propriety of the Erich Fromm Document Center. For personal use only. Citation or publication of
material prohibited without express written permission of the copyright holder.
Eigentum des Erich Fromm Dokumentationszentrums. Nutzung nur für persönliche Zwecke.
Veröffentlichungen – auch von Teilen – bedürfen der schriftlichen Erlaubnis des Rechteinhabers.
R. 1. EVANS
162
the context of such dialogues the insights of other distinguished contributors to
the humanities might also provide provocative additions to psychology courses.
Finally, it was obvious as this project was planned that printed transcripts
of the dialogues would afford an additional audience for them as well as pro
author and graduate
resentatives of poten
larger groups of stud
ideas for editing /•
vide supplements to the films. Consequently, transcripts of the Jung (1959),
post-interview react i
form with additional descriptive and theoretical chapters, have been published in
which they feel migl
Based on typical
it was originally exjx
Jones (1959), Fromm (1966), Erikson (1966), Skinner (1967), and Miller
(1967) films plus the additional audio-taped material, in an appropriately edited
book form (Evans, 1964a, 1966, 1967, 1968, 1969). Books based on the oth
15-min. unit, it wouh
er dialogues completed during the present project are to be undertaken.
late responses of the
Aside from the rationale for this project and its present status, questions are
frequently raised concerning the procedure followed in filming the dialogues.
Since at the beginning these dialogues represented an innovative, relatively unevaluated teaching technique, various production procedures were considered.
The following discussion represents a brief description of the procedure which
evolved.
seemed to be of sue
minutes needed to 1><
usually resulted fion
sound track. Thu;, I
two 30- to 50-min. fi!
In conclusion, it
Following the pre-interview correspondence, face-to-face contact with an
interviewee usually begins with an informal pre-filming discussion session fol
cant records of notablt
lowed by his involvement in taping and filming on the afternoons of two succesive days. On the first afternoon, audio-taped dialogues are completed in or
realized.4
der to allow the interviewee to "experience" this type of situation and provide
additional material and perspective for the books. On the second afternoon, the
filmed dialogues are completed. The site of the filming has on most occasions
been the study or office of the interviewee, although on a few occasions it has
been the University of Houston film studios in order to accommodate the inter
vieweeor the time schedule of the film director and his crew.
Operating within a modest budget, a relatively inexpensive two-camera producrion technique has been developed which allows some variety in shooting of
the two discussants and the kinds of covering shots required in editing. View
ers of the films expecting "off-beat" avant garde production devices would be
disappointed.
Although the questions and general areas of discussion may incorporate
some suggestions of the interviewee, most of the interviewees choose to enter in
to the dialogues without even discussing specific questions and discussion areas
ahead of time. Usually the questions have been designed to allow the inter
viewee to respond to some of the key concepts of other major contributors in
the field (e.g., Freud), discuss his own specific contributions, assess some of the
crucial problem areas in society, and speculate about future development in psy
chology.
Aside from the technical editing by the film production staff, content edit
ing, which utilizes the simultaneous scanning of a printed transcription of the
dialogue content and a work print of the film, has usually been carried out by the
Evans, R. I., 1969: Contribution to the History of Psychology: X. Filmed Dialogues with Notable
Contributors to Psychology, In: Psychological Reports, Vol. 25 (1969), pp. 159-164.
viding a continually u;
Arthur Miller, Parts I
tributor), 1967.
B. F. Skinner, Parts I at
utor),1967. (U
Carl Jung, Parts I, II,
(Distributor), 19
Carl Jung. New York:
ed. RE-1)
Erich Fromm, Parts I ,i
tributor), 1966
Erik Erikson, Parts I and
tor), 1966. (UI-I
Ernest Jones.
Houston:
Ernest R. Hilgard, Path
(Distributor), 196
Evans, R. I. The plan..
eial educational til
Evans, R. I. Social psy
Psychologist, 1957,
Evans, R. I. Conveismh
Van Nostrand, 196
EVANS, R. I. An explor?
a filmed dialogue
and reactions iiom
(b)
'It is gratifying to observe
availability of these films,
courses and special prolan
Propriety of the Erich Fromm Document Center. For personal use only. Citation or publication of
material prohibited without express written permission of the copyright holder.
Eigentum des Erich Fromm Dokumentationszentrums. Nutzung nur für persönliche Zwecke.
Veröffentlichungen – auch von Teilen – bedürfen der schriftlichen Erlaubnis des Rechteinhabers.
HISTORY OF PSYCHOLOGY. X. FILMS
listinguished contributors to
tions to psychology courses.
lined that printed transcripts
ce for them as well as proIscripts of the Jung (1959),
kinner (1967), and Miller
1, in an appropriately edited
bters, have been published in
).
Books based on the oth-
e to be undertaken.
present status, questions arc
:d in filming the dialogues.
innovative, relatively un-
Iprocedures were considered.
Lion of the procedure which
ace-to-face contact with an
ming discussion session folli the afternoons of two suc-
163
^sj^ss: ^rswho are in asense so^a^•*•
of students
*""*" °f^ided
WWk ^'valuable
ntS f°<
i***
deas forgroups
editing.
Every ZSon!ltT7
ai^^>^»^»
ixwt-mterview reactions of the interview^
w«ch they feel might best be ediXut
in"<»«"aIIy, to any immediate
* 8"*" °f the discussion
i15-min.
t -2$W%S^£^^*»*'
-view-terial,
unit, it would be fortunate Bu m
7 °0oW be edited t0 ^ °ne
Inte responses of the inter^Z so fo T " ^ ^ °' the *°ised' «**
—d to be of such high ^n ,tency nd I ^^ 00Meot ^^
minutes needed to be edifed ou o2k hourTf ?t V™^ °°* S^
usually resulted from unavoidable tecTn c^ Lu
«"", ** '^ haS
»,nd track. Thus, for each interviewed^ so fa^fr
h" b ^ •? ^ ^ "
' has been Poss,bJe » produce
•wo 30- to 50-min. films.
-rtolS^
nding acontinually*useful ddSon
7,°'PS*Ch0l°8y
ofV°-be
realized."
dU°n t0to tt
the Penology
instructional"wdl
systemas will
ilogues are completed in or-
jpe of situation and provide
n the second afternoon, the
ming has on most occasions
,h on a few occasions it has
r to accommodate the interis crew.
,,, Msller,
„.„ Pafts / a„d „
Arthur
N REFERENCES
tnbutor), 1967. (UH-123 124)
«• F. Skmner, Parts I and II N™, vA a
utor),l967. (UH.111,112)
Associat«on Instructional Materials (Dis-
^ Assoc,at'°n instructional Materials (Distrib-
"*&3ZA.%£ "'* " *—= -v. of Houston Film Pfoductions
1some variety in shooting of
C;
Z.^ ™- *—- Instruction.
Materials (Distributor), 1968' (Rev
tmh FrofKm, Parts r ..,,„! jj
v
Jrequired in editing. View-
r-rik Erikson, Parts I and II
Inexpensive two-camera pro-
Iroduction devices would be
discussion may incorporate
•rviewces choose to enter in
tnbutor), 1966. '"(UH-'l09 HO) =Associilti°" Instructional Materials (DisN» v t,
»t), 19«. (UH-lli, 12™
' *"*''»*>» taora4.il M.«,iJ, (Dimlbu-
wpiT^rrrrtrr.<»•—>•
Evans
rTt00'1968- ^"""S-lS)
A"°™«°n
Instructional»»•Materials
gestions and discussion areas
Designed to allow the inter-
lother major contributors in
ributions, assess some of the
future development in psy-
IW p^f °^ 1957' 12' 531-532
"• cxP«™«=ntaI programming. ^OTe„-w„
E VVNo^{^ tS ^/"WW"-*~^-*«*/««. Princeton-
foduction staff, content edit•printed transcription of the
lially been carried out by the
Evans, R. I., 1969: Contribution to the History of Psychology: X. Filmed Dialogues with Notable
Contributors to Psychology, In: Psychological Reports, Vol. 25 (1969), pp. 159-164.
Propriety of the Erich Fromm Document Center. For personal use only. Citation or publication of
material prohibited without express written permission of the copyright holder.
Eigentum des Erich Fromm Dokumentationszentrums. Nutzung nur für persönliche Zwecke.
Veröffentlichungen – auch von Teilen – bedürfen der schriftlichen Erlaubnis des Rechteinhabers.
R. I. EVANS
164
Evans,
Evans,
Evans,
EVANS,
R.
R.
R.
R.
I.
I.
I.
I.
Dialogue with Erich Fromm. New York: Harper & Row, 1966.
Dialogue with Erik Erikson. New York: Harper & Row, 1967.
B. F. Skinner: the man and his ideas. New York: Dutton, 1968.
Psychology and Arthur Miller. New York: Dutton, 1969.
EVANS, R. I., & LeppmanN, P. K. Resistance to innovation in higher education. San
Francisco: Josscy-Bass, 1968.
EVANS, R. I., Smith, R. G., & COLVILLE, W. K. The university faculty and educational
television: hostility, resistance, and change (modified version). In J. W. Brown &
J. W. Thornton, Jr. (Eds.), New media in higher education. Washington, D. C:
Assn for Higher Educ. and Div. of Audiovisual Instruction Serv. of the Nat. Educ.
Assn. 1963. Pp. 53-55.
Gardner Murphy, Parts I and II. New York: Association Instructional Materials (Dis
tributor), 1966. (UH-121, 122)
Gordon Allport, Parts I and II. New York: Association Instructional Materials (Dis
tributor), 1967. (UH-113, 114)
Henry Murray, Parts I and II. New York: Association Instructional Materials (Dis
tributor) , 1967. (UH-115, 116)
MILLER, N. E. Graphic communication and the crisis in education. Washington: Nat.
Educ. Assn, 1957.
Nevitt Sanford, Parts I and II. New York: Association Instructional Materials (Dis
tributor), 1968. (UH-126, 127)
Raymond Cattell, Parts I and II. New York: Association Instructional Materials (Dis
tributor), 1966. (UH-117, 118)
TOOLEY, K. Review of R. I. Evans, Dialogue with Erik Erikson (1967), and Dialogue
with Erich Fromm (1966).
Contemporary Psychology, 1968, 13, 541-542.
Psychological ivi
E.ED1'
Summary- -/
pseudo instance- r
assumed reduce m
consistency thcui<•
type of inconsisiLi-i
theories implicitly
A logical analy-i
types commonly disc,
pp. 177-183) are (It
diction is a necessary
One so-called ty
stances of this type
then the other. Only
achieve but cannot,
properties of conflict
Accepted June 24, 1969.
taneily). When boil
two goals. But, since
nonachievement of th
away from each goal
proach-approach conf
ance-avoidance conflii
Avoidance-avoid:
may find a third alien
Avoidance-avoidance i
be avoided generates t
doing nothing). IIo
complementary classes
The performer avoids
this goal's complemei
is a subclass of the cl;
ance-avoidance confli
proach conflict.
The third type o
it is necessary to avoid
complement. So this
However, thougl
proach and avoidance
Evans, R. I., 1969: Contribution to the History of Psychology: X. Filmed Dialogues with Notable
Contributors to Psychology, In: Psychological Reports, Vol. 25 (1969), pp. 159-164.
II
a- •
i.
1
*