fei75766_ch10_309-344.indd 311  02/06/20 12:29 PM
Chapter 10    Rogers: Person-Centered Theory 311
Even though heformulated arigorous, internally consistent theory ofpersonal -
ity,Rogers didnotfeelcomfortable withthenotion oftheory. Hispersonal prefer -
encewastobeahelper ofpeople andnotaconstructor oftheories. Tohim,theories 
seemed tomake things toocoldandexternal, andheworried thathistheory might 
imply ameasure offinality.
During the1950s, atamidpoint inhiscareer, Rogers wasinvited towrite 
what wasthencalled the“client-centered” theory ofpersonality, andhisoriginal 
statement isfound inVolume 3ofSigmund Koch’s Psychology: A Study of a Science 
(seeRogers, 1959). Even atthattime, Rogers realized that10or20years hence, 
histheories would bedifferent; butunfortunately, throughout theintervening years, 
henever systematically reformulated histheory ofpersonality. Although many 
ofhissubsequent experiences altered some ofthose earlier ideas, hisfinaltheory 
ofpersonality rests onthatoriginal foundation spelled outintheKoch series.
Biography of Carl Rogers
CarlRansom Rogers wasbornonJanuary 8,1902, inOakPark, Illinois, thefourth of
sixchildren borntoWalter andJuliaCushing Rogers. Carlwascloser tohismother 
thantohisfather who, during theearly years, wasoften away from home working asa
civilengineer. Walter andJuliaRogers werebothdevoutly religious, andCarlbecame 
interested intheBible, reading from itandother books evenasapreschool child. 
From hisparents, healsolearned thevalue ofhardwork—a value that,unlike religion, 
stayed withhimthroughout hislife.
Rogers hadintended tobecome afarmer, andafterhegraduated from high
school, heentered theUniversity ofWisconsin asanagriculture major. However, 
hesoon became lessinterested infarming andmore devoted toreligion. Byhisthird 
yearatWisconsin, Rogers wasdeeply involved withreligious activities oncampus 
andspent 6months traveling toChina toattend astudent religious conference. This
tripmade alasting impression onRogers. Theinteraction withother young religious 
leaders changed himintoamore liberal thinker andmoved himtoward independence 
from thereligious views ofhisparents. These experiences withhisfellow leaders 
alsogavehimmore self-confidence insocial relationships. Unfortunately, hereturned 
from thejourney withanulcer.
Although hisillness prevented himfrom immediately going backtotheuni-
versity, itdidnotkeephimfrom working: Hespent ayearrecuperating bylabor -
ingonthefarmandatalocal lumberyard before eventually returning toWisconsin. 
There, hejoined afraternity, displayed more self-confidence, andingeneral, was
achanged student from hispre-China days.
In1924, Rogers entered theUnion Theological Seminary inNewYork with
theintention ofbecoming aminister. While attheseminary, heenrolled inseveral 
psychology andeducation courses atneighboring Columbia University. Hewasinflu-
enced bytheprogressive education movement ofJohn Dewey, which wasthenstrong 
atTeachers College, Columbia. Gradually, Rogers became disenchanted withthe
doctrinaire attitude ofreligious work. Even though Union Theological Seminary was
quite liberal, Rogers decided thathedidnotwishtoexpress afixed setofbeliefs but
desired more freedom toexplore newideas. Finally, inthefallof1926, helefttheFinal PDF to printer