292 Part III Humanistic/Existential Theories
Even though he formulated a rigorous, internally consistent theory of per-
sonality, Rogers did not feel comfortable with the notion of theory. His personal
preference was to be a helper of people and not a constructor of theories. To him,
theories seemed to make things too cold and external, and he worried that his
theory might imply a measure of finality.
During the 1950s, at a midpoint in his career, Rogers was invited to write
what was then called the “client-centered” theory of personality, and his original
statement is found in Volume 3 of Sigmund Koch’s Psychology: A Study of a
Science (see Rogers, 1959). Even at that time, Rogers realized that 10 or 20 years
hence, his theories would be different; but unfortunately, throughout the interven-
ing years, he never systematically reformulated his theory of personality. Although
many of his subsequent experiences altered some of those earlier ideas, his final
theory of personality rests on that original foundation spelled out in the Koch
series.Biography of Carl Rogers
Carl Ransom Rogers was born on January 8, 1902, in Oak Park, Illinois, the fourth
of six children born to Walter and Julia Cushing Rogers. Carl was closer to his
mother than to his father who, during the early years, was often away from home
working as a civil engineer. Walter and Julia Rogers were both devoutly religious,
and Carl became interested in the Bible, reading from it and other books even as
a preschool child. From his parents, he also learned the value of hard work—a
value that, unlike religion, stayed with him throughout his life.
Rogers had intended to become a farmer, and after he graduated from high
school, he entered the University of Wisconsin as an agriculture major. However,
he soon became less interested in farming and more devoted to religion. By his
third year at Wisconsin, Rogers was deeply involved with religious activities on
campus and spent 6 months traveling to China to attend a student religious confer-
ence. This trip made a lasting impression on Rogers. The interaction with other
young religious leaders changed him into a more liberal thinker and moved him
toward independence from the religious views of his parents. These experiences
with his fellow leaders also gave him more self-confidence in social relationships.
Unfortunately, he returned from the journey with an ulcer.
Although his illness prevented him from immediately going back to the uni-
versity, it did not keep him from working: He spent a year recuperating by laboring
on the farm and at a local lumberyard before eventually returning to Wisconsin.
There, he joined a fraternity, displayed more self-confidence, and in general, was
a changed student from his pre-China days.
In 1924, Rogers entered the Union Theological Seminary in New York with
the intention of becoming a minister. While at the seminary, he enrolled in several
psychology and education courses at neighboring Columbia University. He was
influenced by the progressive education movement of John Dewey, which was then
strong at Teachers College, Columbia. Gradually, Rogers became disenchanted
with the doctrinaire attitude of religious work. Even though Union Theological
Seminary was quite liberal, Rogers decided that he did not wish to express a fixed
set of beliefs but desired more freedom to explore new ideas. Finally, in the fall