e mind is (or can be trained to be) nothing but responsive to external stimuli.1 As well, Hampden Turner acknowledges "the arbitrary nature of inclusions and exclusions" in his theory.2 In the view of the behaviorists, context is unimportant; in the view of the imagists, on the other hand, context is fundamental.
The method Hampden Turner uses to illustrate the levels at which he posits the mind operates is to discuss the work of writers and artists in a series of critical essays. At two levels psychosocial development and the level that implies the structure of the entire culture Hampden Turner finds strong connection between knowledge and problem solving. It is at the former level (Hampden Turner's level 5) that an individualized problem solving aspect of knowledge comes into play, for it is here that the potential of the persona to relate to other persons emerges. It is here that the mind "learns from, and grows to encompass relationships with others and the environment."3 In this regard, Hampden Turner discusses Carl Rogers's client centered approach to psychotherapy, which obligates the therapist to look at the client with unconditional positive regard in order to assist and support the client toward resolution of psychological difficulties. At Hampden Turner's level 9, where the persona extends into the society/culture at large, there is another opportunity for knowledge to connect with problems in a creative way. To illustrate this, Hampden Turner discusses the sociocultural outreach that Martin Luther King, Jr. employed in his movement to address social injustice.
As Hampden Turner explains it, the Rogerian rendering of the connection between knowledge and problem solving is that increasing levels of knowledge imply a resolution of problems. The purpose of Rogerian therapy in this view is to synthesize the knowledge of experience (which may or may not be positive in nature) with an increasing awareness o...