Using the Dead to Teach the Living

The Creation of an Obituary Section for Psychologists

Prior to 1979, obituaries of prominent psychologists appeared sporadically in psychology journals, with the titles of these publication outlets often reflecting the nature of the deceased’s contributions (e.g., the obituary of Woolf, an influential Russian psychoanalyst, was published in The International Journal of Psychoanalysis). It was not until January 1979 that obituaries of deceased members of the American Psychological Association were published regularly in the American Psychologist. Included in that issue of the American Psychologist was an editorial by Ernest R. Hilgard, the obituary section editor. Hilgard (1979) explained that the decision to create an obituary section reflected budding interest in the history of psychology, stemming in part from excitement over the centennial of the establishment of Wilhelm Wundt’s psychology laboratory. Interestingly, the creation of an obituary section was likely less about honoring passed psychologists and more about documenting their contributions as a way to “[connect] threads from the past into the future” (Hilgard, 1979, p. 1).

The procedures for selecting and writing obituaries for the American Psychologist are impressively rigorous. According to Pickren (2005), an Obituary Advisory Group, consisting of 20–25 psychologists representing the main subfields of psychology, works with the obituary section editor to determine which deceased psychologists should be included in the issue. Once a person is nominated, an author, typically a senior psychologist nominated by an obituary advisor, pens the obituary that is later reviewed by the section editor for revisions. Their conciseness (typically between a half column and two pages), coupled with their vetted content, allows obituaries to be both accessible and dependable sources for learning about important figures in psychology. It should be noted that reputable news media outlets, such as The New York Times and The Washington Post, may also be regarded as reliable sources for the obituaries of distinguished psychologists.

If obituaries were intended to help elucidate the history of psychology, we wonder now over 35 years later whether that initial intention was ever fully achieved. We suspect that their usefulness could extend further into the psychology classroom as “valuable historical documents[s]” (Pickren, 2005, p. 1028). To date, the literature on instructional strategies for the teaching of psychology has failed to explore the inclusion of obituaries for pedagogical purposes. This seems glaringly short-sighted since opportunities to imbue history into the teaching of psychology are vast.

A Rich Source of Intriguing Anecdotes

Although there is an absence of discussion surrounding the value of including obituaries in the teaching of psychology, the use of anecdotes is recommended as a method for enhancing student interest in course material (Green, 2004; Kaufman & Bristol, 2001; McConnell, 1978). Obituaries are filled with brief, but absorbing accounts of renowned psychologists’ passions, preoccupations, and eccentricities. These anecdotes are typically excluded from textbook chapters, yet create compelling narratives in the classroom.

The obituary of Hans Eysenck, written by his former doctoral student, Frank Farley is one such example. Well known for his contributions to measurement-based approaches to personality and his strident criticism of nontestable propositions, Eysenck was surprisingly open-minded and willing to explore such topics as parapsychology and astrology. Farley (2000) recalled observing a book about witchcraft on Eysenck’s desk. After questioning Eysenck about whether or not he was “initiating research into witchery” (Farley, 2000, p. 675), Eysenck indicated that he had met the writer at a party and enjoyed her autobiography. Students might find it ironic, and perhaps even contradictory, that such an outspoken opponent of psychoanalysis (due to its unverifiable claims) was interested in the exploration of pseudoscience.

Similarly, Jean Piaget’s obituary includes a sufficient number of personal details and endearing stories to capture the interest of psychology students. Elkind (1981), who spent a year studying with Piaget in Geneva, documented an interesting exchange in which Piaget’s wife jokingly accused the distinguished developmental psychologist of neglecting his parental duties. Specifically, she alleged “with mock indignation and affection” (Elkind, 1981, p. 912) that Piaget did not assist with the changing, feeding, or supervising of their children, an unexpected charge directed toward a man known to conduct research on his own offspring. Piaget’s response was slightly mischievous, consisting of a wink and the use of his finger to finish the remainder of a chocolate mousse dessert. The author’s sharing of this lighthearted encounter creates a picture of an approachable and even playful human being, an image that is not easily forgotten.

Even an obituary’s reference to the deceased’s cause of death offers opportunities for student engagement. For example, introductory psychology texts routinely reference Lawrence Kohlberg and his cognitive developmental perspective of moral judgment. His use of dilemmas to illustrate the stages of moral reasoning is often described in introductory textbook chapters devoted to development across the life span; nonetheless, reference to his suicide is notably absent. His obituary indicates that he took his own life by drowning. Considering that suicide continues to be debated as a morally permissible or condemnable act (Rottman, Kelemen, & Young, 2014; Vong, 2008), analysis of Kohlberg’s death in relation to his own theoretical contributions to psychology serves as a catalyst for an interesting discussion.

Using Obituaries to Create Personal Relevance

Traditional textbook presentations of the work of major visionaries in the field of psychology typically highlight the extraordinary accomplishments and successes of these historical figures. Unfortunately, students might find it difficult to relate to such imposing and larger-than-life characters. Obituaries generally offer more complex and nuanced portraits of psychology’s pioneers, often depicting them as flawed, fallible, and imperfect human beings. To the degree that obituaries can help students identify with the deceased, these publications have the potential to take advantage of the self-reference effect, the tendency to encode more deeply information that pertains to the self (Rogers, Kuiper, & Kirker, 1977).

Several preeminent psychologists encountered significant adversity along the way to achieving remarkable feats. Muzafer Sherif, a noted social psychologist celebrated for his work on group conflict and prejudice, struggled with bipolar disorder for much of his life (Harvey, 1989). Kenneth B. Clark, best known for his research on the psychological impact of racial segregation, grew up in poverty in Harlem and attended the New York City public school system. Despite Clark’s underprivileged upbringing in what he termed “the ghetto,” he became the first Black person to obtain a doctoral degree in psychology from Columbia University and played a leading role in the Supreme Court’s decision to reject the doctrine of “separate but equal” in Brown v. Board of Education (Benjamin & Crouse, 2002; Jones & Pettigrew, 2005). The emotional relevance of these accounts could result in greater student engagement and retention of course content.

Capturing the Zeitgeist

Obituaries reflect the zeitgeist of the field and society at the time they were written. Macfarlane and Chan (2014, p. 296) assert that obituaries “provide a revealing portrait of what is valued by the academic community” and “are, to some extent, extensions of social privilege [in that], they do provide a barometer of recognition and therefore a means of identifying those persons considered by others to have been intellectual leaders.” This should be remembered when reading obituaries and also capitalized upon in the classroom as a way of highlighting society’s attitudes regarding race, class, and gender.

For example, Fowler (2007) suggests that only a small proportion of obituaries memorialize women. The women who were distinguished enough to “earn” obituaries often received ones which were inherently biased. Radtke, Hunter, and Stam (2000) discuss the obituary of Anna Freud that is imbued with provocative cultural and gender norms. It reads, “…Anna became his [her father’s] alter ego. There can be no doubt that such a close tie served to fixate her on her father, so that she never married and never had children of her own” (Fine, 1985, p. 231). The assumption evident is that Anna Freud’s career mindedness was the result of some aberrant unresolved paternal conflict rather than her own free choice to remain single without children. Interestingly, the obituary also questions her friendship with a female friend, Dorothy Burlingham with whom she owned a house. It adds about their relationship, “Perhaps it was homosexual, perhaps not. But what is certain is that there was never any man in Anna’s life other than her father…the daughter of the founder of the sexual revolution seemingly never had a sex life of her own” (Fine, 1985, p. 231). Radtke et al. (2000) conclude that this type of discourse demonstrates the field’s failure to acknowledge female psychologists in the same way as male psychologists. Students would be astonished to read such a condescending “tribute” particularly given that it was written relatively recently in 1985.

The Use of Obituaries in Course Preparation and Discussion