Describes the influence of the philosophy and values of Carl Rogers and Milton Erickson on the counseling profession. Reviews the person-centered approach, direction, therapeutic climate, and the influence of early experiences. Includes a reaction by Carl Rogers. (JAC)

Humanistic psychologist Carl Rogers made a distinction between traditional approaches and humanistic "learner-centred" approaches to education. The traditional approach holds that educators impart their knowledge to willing and able recipients; whereas the humanistic approach holds that educators act as facilitators who assist learners…

Author assessed Carl Rogers and his impact upon society through an analysis of his thought processes. (RK)

Children with autism spectrum disorders face a complex set of challenges when they enter the school system. Inspired by the work of D.W. Winnicott and Carl Rogers, the author suggests that facilitative educational settings for these children are those that stimulate creativity, honor a child's strengths, trust the developmental process, and…

Interviewed Carl Rogers, a prominent psychologist, about aspects of his personal life, professional contributions, significant others, and psychology in general. Includes excerpts from several letters from individuals who have known Rogers and who were asked to comment on their experiences with him. (LLL)

Presents Carl Rogers' views on facilitating groups, as expressed in a telephone dialogue seminar with graduate students in counselor education at North Texas State University. Discusses extended group marathons, cocounseling, nonverbal group exercises and the future of group work. (JAC)

Presents brainstorming dialogue with Carl Rogers which was held in January of 1987, shortly before Rogers's death. Explores basic challenges involved in a large-scale, cross-cultural application of person-centered group work in South Africa. (Author)

The rhetorical principles of Aristotle and Carl Rogers are compared and contrasted. (HTH)

Notes that recent composition textbooks have classified Carl Rogers' work as a new rhetoric or as an alternative to classical argument. Demonstrates that to portray Rogers' method as a form of argument is to misunderstand his intent and that, while Rogers and Aristotle are similar superficially, their differences are profound. (FL)

Carl Rogers re-examines and re-evaluates the importance of empathy in counseling today. (HMV)

Reviews William Coulson's assertions that Carl Rogers, Abraham Maslow, and he initiated the humanistic education field, that Rogers repudiated his philosophy late in life, and that they owe the nation's parents an apology. Argues that these charges are groundless and provides examples and quotations from Rogers' later writings to show how Rogers…

Analyzed two initial interviews by Carl Rogers in their entirety using the Carkhuff scales, Hill's category system, and a brief grammatical analysis to establish the level and consistency with which Rogers provides facilitative conditions. Results indicated his behavior as counselor was stable and consistent within and across interviews. (Author)

Discusses connections between Carl Rogers and literacy by introducing Rogers' major contributions and by discussing the implementation of his ideas in an English as a Foreign Language (EFL) classroom in Taiwan. Explains Rogers' ideas about teachers as facilitators; learner-centered learning; and building freedom. Concludes that person-centered…

Presents an interview with Carl Rogers regarding education today and what it could be in the future. Discusses topics including politics and power, free choice versus conservatism, censorship, facilitators of learning, knowledge children need in today's world, and the changing society as it relates to humanistic education. (BH)

Carl Rogers' theory of argument is in accord with traditional Aristotelian theory since both are based on mutual trust and understanding. (DD)