| It seems everyone you meet these days is a | | | | identifies several philosophical contradictions and in |
| self-proclaimed psychologist. From radio talk | | | | some cases, actual misrepresentations. The |
| shows, television interviews, romance novels, | | | | spread of this bad science and faulty philosophy is |
| weekly magazines, to cliques at work; everybody | | | | believed by the author to have contributed to the |
| has an opinion on the latest "mental illness." I was | | | | destruction of families. Additionally, the entire |
| first introduced to practical psychology when I | | | | recovery group mentality convinces the person |
| joined the United States Air Force in 1970. It was | | | | with "low self-esteem" that their ills are due to |
| expected that Non-Commissioned Officers (NCOs) | | | | trauma inflicted on them in the past. Recovery |
| would become counselors to their subordinates. | | | | group therapy strokes the patient with self-pity |
| Profession military education devoted entire | | | | thereby convincing the clients are victims. Once |
| chapters and lectures on non-directive or eclectic | | | | labeled, the "victim" now assumes the attitude of |
| counseling techniques. Maslow's hierarchy of needs | | | | victimhood. |
| was drilled into our heads. We were sternly | | | | Values clarification has become the model taught |
| warned to avoid any mention of religion, but | | | | in schools and begins with the assumption that |
| instead to make ample use of psychological | | | | man is naturally good. Since the developers of |
| techniques. | | | | values clarification reject moral teachings, Vitz |
| Paul Vitz in his book "Psychology as Religion" | | | | claims that if responsible adults, i.e., teachers, don't |
| attempts to expose psychology for what it really | | | | promote good values then someone else will. |
| is, i.e., religion. He begins by giving the reader a | | | | Providing a permissive environment supposedly |
| brief biography on the fathers of the modern | | | | nourishes the child by granting satisfaction for the |
| psychology movement along with some of their | | | | child's desires and interests. However, this |
| theories. The opening chapter was dry reading but | | | | philosophy is bankrupt because kids will assume |
| I suppose necessary as a historical backdrop. My | | | | the values of irresponsible sources in lieu of |
| interest peaked when I immediately recognized | | | | responsible ones. This combined with the |
| Carl Rogers and Abraham Maslow since I was | | | | aforementioned teachings has produced a society |
| forced to study them for 26 years while in the | | | | of victims where everyone is pointing to blame |
| military. Vitz also discusses Carl Jung, Erich Fromn, | | | | someone else for their misfortunes. |
| and Rollo May as being significant contributors to | | | | Vitz takes three chapters to present a Christian |
| the movement. | | | | analysis and criticism of humanistic self-theories. |
| Vitz quickly transitions into explaining the concept | | | | He gives the credit to our educational system for |
| of self-esteem which he promotes as the center | | | | the transformation of our society into a culture of |
| of the entire selfism movement. This became | | | | pure selfism. He notes that the New Age |
| important to me as it seems no matter where | | | | movement has many founders, but Abraham |
| you turn, a lack of or poor self-esteem appears | | | | Maslow's theories have been the most influential. |
| to be the cause of every ill known to mankind. | | | | Vitz argues his Christian critique within a historical |
| For a movement to be so widespread to the | | | | framework and the impact it has had on the |
| point where psychology has been woven into the | | | | evolution of our society. Unfortunately he gives |
| gospel message, Vitz says that the self-esteem | | | | scant attention to biblical references for his |
| concept has "no clear intellectual origins." That's a | | | | position, but does show how the selfism heresy |
| surprising claim considering the impact selfism has | | | | affects teachings on depression, idolatry, and |
| had on academia and the practice of counseling. | | | | suffering. He closes his work with the observation, |
| Vitz states that self-esteem should be understood | | | | "never have so many people been so |
| as an emotional response and not a cause. He | | | | self-conscious, so aware of the self as something |
| says it is a reaction to what we have done and | | | | to be expressed...., the self has become an object |
| what others have done to us. High self-esteem is | | | | to itself." (I think this may make the case that |
| a desirable feeling to have (like happiness), but the | | | | self-esteem has become a new barometric |
| feeling itself isn't the cause of anything. In trying | | | | indicator to the question everyone asks, "How are |
| to obtain a feeling of self-esteem, the only | | | | you doing today?") |
| successful way is to do good to others or | | | | Overall, Vitz's book uses a cerebral approach in |
| accomplish something. In so doing, you'll get all the | | | | attempting to prove that self-worship is simply a |
| self-esteem you want. However, the downside is | | | | religion. Biblical counselors looking for material to |
| people begin to pursue happiness as a far greater | | | | help their counselees break free of a selfish |
| goal than the goal of obtaining personal holiness. | | | | worldview of life will be disappointed. Then again, |
| Not only is selfism a self-defeating goal for the | | | | Vitz didn't write his book for that purpose. |
| Christian, Vitz goes on to make the case that it is | | | | Moreover, he provides a wealth of information |
| also simply bad science and a warped philosophy. | | | | and a refreshing argument against those who say, |
| The little clinical evidence that does exist is mostly | | | | "You can't teach religion in public schools." This |
| based on empirical observations and doesn't stand | | | | leaves the reader with an irony: it's not a question |
| the test of solid scientific problem solving. He | | | | of should we or should we not teach religion in |
| exposes flaws in each step of the process, from | | | | public schools, but instead, what religion will we |
| stating the problem, forming and testing the | | | | teach; selfism or Christianity? |
| hypothesis, to testing the conclusion. He also | | | | |