ABSTRACT
Carl Rogers’ essential message, what he called the “basic hypothesis” on which most of his theoretical perspectives were based, has been described as deceptively simple.
All individuals have within themselves the ability to guide their own lives in a manner that is both personally satisfying and socially constructive. In a particular type of helping relationship, we free individuals to fi nd their inner wisdom and confi dence, and they will then make increasingly healthier and more constructive choices. (Kirschenbaum & Henderson, 1989a, p. xiv)
Carl Ransom Rogers (1902-1987) is most remembered for his theory and practice of Client Centered Th erapy (CCT), and is considered by many as the most infl uential psychotherapist of the 20th century. He also had a long career as an educator, advocating student-centered classrooms, and many educational theorists and practitioners were deeply aff ected by his courses and his writings. He was a wonderful teacher, and I was fortunate to have been one of his students during his years at the University of Wisconsin (1957-1963). His ideas have been recognized by many leaders in the fi eld of experiential education (EE), and there is value in reviewing his thinking in search of implications of his work for the fi eld.
