Psychologists From The United States

"From the top of the campanile, or Giotto's bell tower, in Florence, one can look out over the city in all directions, past the stone banking houses where the rich Medici lived, past the art galleries they patronized, past the magnificent cathedral and churches their money helped to build, and on to the Tuscan vineyards where the contadino works the soil as hard and efficiently as he probably ever did. The city below is busy with life. The university halls, the shops, the restaurants are crowded. The sound of Vespas, the "wasps" of the machine age, fills the air, but Florence is not today what it once was, the center in the 15th century of a great civilization, one of the most extraordinary the world has ever known. Why? ­­What produced the Renaissance in Italy, of which Florence was the center? How did it happen that such a small population base could produce, in the short span of a few generations, great historical figures first in commerce and literature, then in architecture, sculpture and painting, and finally in science and music? Why subsequently did Northern Italy decline in importance both commercially and artistically until at the present time it is not particularly distinguished as compared with many other regions of the world? Certainly the people appear to be working as hard and energetically as ever. Was it just luck or a peculiar combination of circumstances? Historians have been fascinated by such questions ever since they began writing history, because the rise and fall of Florence or the whole of Northern Italy is by no means an isolated phenomenon."

"Understanding human motivation ought to be a good thing. It should help us to find out what we really want so that we can avoid chasing rainbows that are not for us. It should open up opportunities for self-development if we apply motivational principles to pursuing our goals in life."

"Edgar H. Schein is considered one of the founders of the field of organizational psychology."

"Whatever the source of the leader's ideas, he cannot inspire his people unless he expresses vivid goals which in some sense they want. Of course, the more closely he meets their needs, the less "persuasive" he has to be, but in no case does it make sense to speak as if his role is force submission. Rather it is to strengthen and uplift, to make people feel that they are the origins, not the pawns, of the socio-political system."

"At any rate that is precisely what happens: the “means” oriented stories come from countries which have managed to overcome the obstacles to economic achievement more successfully than other countries… These results serve to direct our attention as social scientists away from an exclusive concern with the external events in history to the “internal” psychological concerns that in the long run determine what happens in history"

"The outstanding people realised that the job involved more than just writing a good strategic plan. It was also important that top management should understand the plan and be prepared to adopt it. Consequently, the best strategists made sure that executives were involved in decisions at an early stage. The less outstanding people didn’t see this, and it had been overlooked by the experts. But, as soon as we showed them our findings, they could see that it made sense."

"Outstanding American men seem to see power as something you use in order to correct someone who's wrong, to change them, to show them you see more in this situation than the boss does. Outstanding American women, on the other hand, see power as a resource, something you can use to get people together, to gain commitment."

"With the changes in technological complexity, especially in information technology, the leadership task has changed. Leadership in a networked organization is a fundamentally different thing from leadership in a traditional hierarchy."

"[ Organizational culture is] a pattern of shared basic assumptions that the group learned as it solved its problems of external adaptation and internal integration, that has worked well enough to be considered valid and, therefore, to be taught to new members as the correct way to perceive, think, and feel in relation to those problems."

"The only thing of real importance that leaders do is to create and manage culture. If you do not manage culture, it manages you, and you may not even be aware of the extent to which this is happening."

"All groups and organizations need to know how they are doing against their goals and periodically need to check to determine whether they are performing in line with their mission. This process involves three areas in which the group needs to achieve consensus leading to cultural dimensions that later drop out of awareness and become basic assumptions. Consensus must be achieved on what to measure, how to measure it, and what to do when corrections are needed. The cultural elements that form around each of these issues often become the primary focus for what newcomers to the organization will be concerned about because such measurements inevitably become linked to how each employee is doing his or her job."

"Explaining economic growth - The achievement motive : how it is measured and its economics effects - Achieving societies in the modern world - Achieving societies in the past - Other psychological factors in economic development - Entrepreneurial behavior - Characteristics of entrepreneurs - The spirit of Hermes - Sources of n achievement - Accelerating economic growth."

"Practically all theorists agree that entrepreneurship involves, by definition, taking risks of some kind."

"One of the best mechanisms that founders, leaders, managers, or even colleagues have available for communicating what they believe in or care about is what they systematically pay attention to."

"Factors involved in producing job satisfaction were separate and distinct from the factors that led to job dissatisfaction."

"There is very little dispute about the principal constituent elements of music, though experts will differ on the precise definitions of each aspect. Most central are 'pitch' (or melody) and 'rhythm'... next in importance only to pitch and rhythm is 'timbre', the characteristic qualities of tone."

"Gardner (1999) notes three distinct senses of spiritual intelligence: (1) Spiritual as concerns with cosmic or existential issues; (2) Spiritual as achievement of a state of being; (3) Spiritual as effect on others. Gardner goes on to make an argument that spiritual intelligence would be best served by being called existential intelligence."

"Stories are the single most powerful weapon in a leader's arsenal."

"Both science and history are moving targets. Scholars in the twenty-first century are much more aware than those of earlier generations that scientists operate under the influence of powerful metaphors (science as exploration, discovery, documentation, thrust and counterthrust), and that both the scope and the tools of history undergo continual changes. Still, most scientists and most historians would concur that the broad strokes I've sketched, when viewed from sufficient distance, are accurately rendered—that is, that science and history are each in pursuit of statements that represent the truths ascertained by their respective disciplines"

"Anything that is worth teaching can be presented in many different ways. These multiple ways can make use of our multiple intelligences."

"An a priori decision to eliminate spiritual intelligence from consideration is no more justifiable than a decision to admit it by fiat or on faith. After all, once one includes the understanding of the personal realm within a study of intelligence, such human proclivities as the spiritual must legitimately be considered. There certainly are no easy grounds for a decision, but several other intelligences deal with phenomena other than sheer physical matter. If the abstract realm of mathematics constitutes a reasonable area of intelligence (and few would challenge that judgment), why not the abstract realm of the spiritual?"

"I want my children to understand the world, but not just because the world is fascinating and the human mind is curious. I want them to understand it so that they will be positioned to make it a better place."

"The biggest mistake of past centuries in teaching has been to treat all children as if they were variants of the same individual, and thus to feel justified in teaching them the same subjects in the same ways."

"If you are not prepared to resign or be fired for what you believe in, then you are not a worker, let alone a professional. You are a slave."

"... what is there in the subject of psychology to demand the attention of the manager?"

"Of what value is the study of management?"

"The things which concerned him more than anything else were the what and the why--the what because he felt it was necessary to know absolutely what you were questioning and what you were doing or what concerned you, and then the why, the depth type of thinking which showed you the reason for doing the thing and would perhaps indicate clearly whether you should maintain what was being done or should change what was being done."

"Psychology of Management, as here used, means, the effect of the mind that is directing work upon that work which is directed, and the effect of this undirected and directed work upon the mind of the worker."

"One of the undesirable by-products of the factory system was the frequent abuse of unskilled workers, including children, who were often subjected to unhealthy working conditions, long hours, and low pay. The appalling conditions spurred a national anti-factory campaign. Led by Mary Parker Follett and Lillian Gilbreth, the campaign gave rise to the “human relations movement" advocating more humane working. Among other things, the human relations movement provided a more complex and realistic understanding of workers as people, instead of merely cogs in a factory machine."

"Management practitioners today largely ignore Frank and Lillian Gilbreth, possibly because the principles of motion study they pioneered are now very unfashionable. Motion study entailed the detailed examination of the movements individual workers made in the process of carrying out their work. It was, however, just one of the concepts the Gilbreths developed. Through Frank's concerns that the efficiency of employees should be balanced by an economy of effort and a minimisation of stress, and Lillian's interest in the psychology of management, their work laid the foundations for the development of the modern concepts of job simplification, meaningful work standards and incentive wage plans."

"There were 140 baboons in the troop, and I came to know every one as a highly distinctive individual. Each one had a particular gait, which allowed me to know who was who, even from great distances when I couldn't see anyone's face. Every baboon had a characteristic voice and unique things to say with it; each had a face like no other, favorite foods, favorite friends, favorite bad habits."

"When a human being relates to an individual nonhuman being as an anonymous object, rather than as a being with its own subjectivity, it is the human, and not the other animal, who relinquishes personhood."

"My own life has convinced me that the limitations most of us encounter in our relations with other animals reflect not their shortcomings, as we so often assume, but our own narrow views about who they are and the kinds of relationships we can have with them. And so I conclude by urging anyone with an interest in animal rights to open your heart to the animals around you and find out for yourself what it's like to befriend a nonhuman person."

"For the heart to truly share another's being, it must be an embodied heart, prepared to encounter directly the embodied heart of another. I have met the “other” in this way, not once or a few times, but over and over during years spent in the company of “persons” like you and me, who happen to be nonhuman."

"When I first began working with baboons, my main problem was learning to keep up with them while remaining alert to poisonous snakes, irascible buffalo, aggressive bees, and leg-breaking pig holes. Fortunately, these challenges eased over time, mainly because I was traveling in the company of expert guides—baboons who could spot a predator a mile away and seemed to possess a sixth sense for the proximity of snakes. Abandoning myself to their far superior knowledge, I moved as a humble disciple, learning from masters about being an African anthropoid. Thus I became (or, rather, regained my ancestral right to be) an animal, moving instinctively through a world that felt (because it was) like my ancient home."

"Although previously the monoamine systems were considered to be responsible for the development of major depressive disorder (MDD), the available evidence to date does not support a direct causal relationship with MDD. There is no simple direct correlation of serotonin or norepinephrine levels in the brain and mood. In other words, after a half-century of research, the chemical-imbalance hypothesis as promulgated by the drug companies that manufacture SSRIs and other antidepressants is not only without clear and consistent support, but has been disproved by experimental evidence."

"Crowd mentality is a kind of simultaneous psychosis which may take possession of any group."

"It will hardly be denied that a revolution, whatever else it may be, is a phenomenon of the crowd. I have endeavored to approach the historical survey of revolutionary movements from the standpoint of social psychology."

"Psychology is an attempt to gain a scientific understanding of human nature. We are all deeply interested in knowing human nature. When we are not talking about ourselves we are usually talking about our neighbors."

"Psychological knowledge is now necessary for the citizen if he is to play his part wisely in public affairs. Our age is greatly interested in social and political questions. There is a widespread belief that the evils of the world may be abolished by the magic of mass action."

"When we think we are most free our opinions and our behavior are being skillfully manipulated by persons operating behind the scenes."

"The propagandist merely wishes you to think as he does. The educator is more modest; he is so delighted if you think at all that he is willing to let you do so in your own way."

"It is impossible to understand the American public without taking into account the tremendous psychological effect of bringing up a generation of people in a daily environment of advertising. It is impossible to escape the advertising man; his sales talk assaults us in the morning newspaper, in the street car, with billboards along the highways, and in his shameless use of the radio. This means that from morning till night, in the midst of our work as in our recreation, we live constantly in an atmosphere of intellectual shoddiness. Every popular prejudice and vulgar conceit is played upon and pandered to in the interests of salesmanship. Everywhere material interests and herd opinion are strengthened to the loss of personal independence. The tendency is to think and speak for effect rather than out of one's inner life. There is a marked decline the ability to play with ideas, or to live the spiritual life for its own sake. Hence a decline in civilization of interest, humor and urbanity. Advertising tends to make mechanized barbarians of us all."

"The greater the industrial and political organization, the greater is the emphasis on the individual as a mere mass unit, and the smaller his importance as a single separate person."

"Individuality is a cultural achievement rather than a gift of nature. During the 19th century it was rather common for people to believe they were expressing their individuality by being "natural.""

"In just the measure that education aims to develop the individual with independence of judgment rather than to indoctrinate him with tradition and custom and official dogma, to that degree it separates him from the mass and is successful insofar as it emancipates his mind from the tyranny of herd opinion."

"The attainment of spirit today requires the very most uncompromisingly critical analysis and revaluation of ideals and enthusiasms, ancient and modern, of which the awakening modern mind is capable."

"The so-called natural sentiments of the average man are mostly the inherited prejudices of the once suppressed classes. The emphasis upon natural goodness is, psychologically speaking, unwillingness to submit such prejudices to wholesome self-criticism. Hence the democratic government tends to support each crowd in its delusion of infallibility. The crowd rationalizes its will to rule in terms of narrow and parochial ideas of righteousness and seeks to force conformity to such ideas upon all. The imagined vindication of the common man's notions of goodness is regarded as the ultimate triumph of righteousness. Hence democracy has always manifested a certain crusading spirit, and the democratic Utopia is envisaged as a sort of Roman peace with "righteousness" established by force rather than assent."

"The educator aims at a slow process of development; the propagandist, at quick results. The educator tries to tell people how to think; the propagandist, what to think. The educator strives to develop individual responsibility; the propagandist, mass effects. The educator wants thinking; the propagandist, action. The educator fails unless he achieves an open mind; the propagandist, unless he achieves a closed mind."

"One reason why people cherish the delusion that they are still free long after they have lost or destroyed the liberties won by their ancestors lies in the boundless vanity of man when acting as mass. The mass in modern times believes it is sovereign. As sovereign it is free."