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= Ys 2 * Parapsychology in the University Setting + + )
by
Professor Deborah Delanoy
, P ~ & Overview O b j e c t i v e : I m p r e s s i o n i s t p e r s p e c t i v e o f p a r a p s y c h o l o g y i n a u n i v e r s i t y s e t t i n g
D i s c l a i m e r !
B r i e f u n i v e r s i t y h i s t o r i c a l o v e r v i e w
I n d e p e n d e n t r e s e a r c h c e n t r e s : t h e a l t e r n a t i v e t o u n i v e r s i t y - b a s e d r e s e a r c h
P r o s a n d C o n s
P r o s a n d c o n s o f p a r a p s y c h o l o g y i n u n i v e r s i t y s e t t i n g s ( U K p e r s p e c t i v e )
S u m m a r y o b s e r v a t i o n s / r e c o m m e n d a t i o n s
j Q Z Z q Z Z n Z Q q n ' University History S P R F o u n d e r s :
W i l l i a m B a r r e t t f o u n d i n g m e m b e r ( R o y a l C o l l e g e o f S c i e n c e i n D u b l i n ; P r o f e s s o r o f P h y s i c s
3 F e l l o w s o f T r i n i t y C o l l e g e , C a m b r i d g e
1 s t S P R P r e s i d e n t : H e n r y S i d g w i c k ( m o r a l p h i l o s o p h e r )
F r e d e r i c k M y e r s & E d m u n d G u r n e y ( S i d g w i c k s s t u d e n t s )
E l e a n o r B a l f o u r ( 1 s t P r i n c i p a l o f N e w h a m C o l l e g e , C a m b r i d g e )
8 F e l l o w s o f t h e R o y a l S o c i e t y
2 N o b e l L a u r e a t e s ( L o r d R a y l e i g h ; J J T h o m p s o n )
l \ / i H / , 6
( Continental History C h a r l e s R i c h e t : U n i v e r s i t y o f P a r i s ( N o b e l L a u r e a t e ; p h y s i o l o g i s t ) ; 1 8 8 0 s + ( a f o u n d e r o f I M I ; 1 9 1 4 )
R e m y C h a u v i n : S o r b o n n e ( a n i m a l b e h a v i o u r a l i s t )
H a n s B e n d e r : I G P P / U n i v e r s i t y o f F r e i b u r g ( p s y c h o l o g i s t : C h a i r i n B o r d e r A r e a s o f P s y c h o l o g y a n d M e n t a l H e a l t h ) 1 9 5 4
W H C T e n h a e f f : U n i v e r s i t y o f U t r e c h t ( P s y c h o l o g y P h D t h e s i s : C l a i r v o y a n c e a n d E m p a t h y , 1 9 3 3 )
M a r t i n J o h n s o n : U n i v e r s i t y o f U t r e c h t ( 1 s t U n i v e r s i t y C h a i r o f P a r a p s y c h o l o g y , P s y c h o l o g y D e p a r t m e n t ; 1 9 7 4
S y b o S c h o u t e n
E r l e n d u r H a r a l d s s o n : U n i v e r s i t y o f I c e l a n d
r Z Z + Z Z Z
C - b {
)
US History William James (Harvard University)
Gardner Murphy (Columbia University)
John Coover (Stanford University)
William McDougal (Harvard/Duke University)
Joseph Banks (& Louisa) Rhine: Duke University
Gertrude Schmeidler (City University of NY)
Ian Stevenson: Head of Psychiatry Dept, University of Viriginia;
Chester Carlson bequest $2m (1967) established Carlson Chair & the Division of Personality Studies at UVA
Bruce Greyson (2002) Carlson Professor of Psychiatry & Director of (renamed) Division of Perceptual Studies/DOPS
Carlos Alvarado, Nancy Zingrone, Emily Cook-Kelly; Ed Kelly; Jim Tucker
Robert Jahn: PEAR (Princeton University)
Roger Nelson & York Dobyns
P / P p P P H P ) P P P / p H ) M z
O u { 0 2 * ! Rhinean Era: Duke University 1928 " "
Duke Parapsychology Laboratory (1935)
Journal of Parapsychology (1937)
Foundation for Research on the Nature of Man (FRNM)1965 (founded with help of Carlson & other benefactors)
Institute for Parapsychology (Research & Education)
Rhine Research Centre (RRC) 2002 P 4 ! 4 ! + H Rhine recruited Duke graduate students and other interested researchers I I H @ G a i t h e r P r a t t ( l e a d r e s e a r c h e r a t R h i n e s l a b ; U V A )
W i l l i a m R o l l : P s y c h i c a l R e s e a r c h F o u n d a t i o n & W e s t G e o r g i a C o l l e g e
R h e a W h i t e : F o u n d e r / D i r e c t o r E H E N e t w o r k & N e w s l e t t e r
R o b e r t M o r r i s : U n i v e r s i t y o f C a l i f o r n i a a t S B & I r v i n e ; S y r a c u s e U n i v e r s i t y ; E d i n b u r g h U n i v e r s i t y ( K o e s t l e r C h a i r )
R e x S t a n f o r d : S t . J o h n s U n i v e r s i t y
C h a r l e s H o n o r t o n : M a i m o n d e s M e d i c a l C e n t r e N Y C & P R L
J o h n P a l m e r : J F K U n i v e r s i t y G r a d u a t e P r o g r a m m e ( 7 7 - 8 1 ) ; F R N M / R R C
R i c h a r d B r o u g h t o n : F R N M ; U n i v e r s i t y o f N o r t h a m p t o n
C a r l o s A l v a r a d o , N a n c y Z i n g r o n e ( D O P S / U V A )
. Z Z J P , I n d e p e n d e n t R e s e a r c h C e n t r e s / P r o g r a m m e s G r e a t e s t a c t i v i t y : 1 9 6 0 s - 1 9 9 0 s J J I F R N M / I n s t i t u t e f o r P a r a p s y c h o l o g y ( 1 9 6 5 2 0 0 2 )
R R C ( 2 0 0 2 p r e s e n t )
P s y c h i c a l R e s e a r c h F o u n d a t i o n ( P R F ) ( 1 9 6 0 s p r e s e n t ) B i l l R o l l
D r e a m L a b a t M a i m o n d e s M e d i c a l C e n t r e ( 1 9 6 2 - 1 9 7 9 )
M o n t e g u e U l l m a n , S t a n l e y K r i p p n e r , I r v i n C h i l d , C h a r l e s H o n o r t o n
P s y c h o p h y s i c a l R e s e a r c h L a b o r a t o r i e s ( P R L ) ( 1 9 7 9 - 1 9 9 0 )
C h a r l e s H o n o r t o n , R i c k B e r g e r , G e o r g e H a n s e n , E p h r a i m S c h e c t e r
M i n d S c i e n c e F o u n d a t i o n ( M S F ) 1 9 5 8 -
H e m u t S c h m i d t , W i l l i a m B r a u d , M a r i l y n S c h l i t z ( 7 0 - 9 0 s )
S c i e n c e U n l i m i t e d R e s e a r c h F o u n d a t i o n ( S U R F ) 1 9 8 5 - 8 9
R i c k B e r g e r & G a r y H e s e l t i n e
S R I / S A I C R e m o t e V i e w i n g p r o g r a m m e s ( 1 9 7 0 s 1 9 9 5 )
H a l P u t o f f ( S R I ) , R u s s e l l T a r g ( S R I ) ; E d w i n M a y ( 1 9 7 6 - 9 5 ) ;
I n s t i t u t e o f N o e t i c S c i e n c e s ( I O N S ) ; 1 9 7 1
M a r i l y n S c h l i t z & D e a n R a d i n L 0 P P t P A P 7 P ? P % P 9 P 5 P P 3 P < P - P P 0 t A 7 ? % 9 5 3 < -
@ & & + 1 - ! Independent Research Centres Pros " " ! e Pros:
Very productive
Major advances
Dream research (free-response methodologies)
Remote Viewing work & theoretical spin-offs
Ganzfeld developments
Meta-analysis
DMILS research
Presentiment
Freedom and flexibility in choosing research topics/approaches
Enables a degree of risk-taking and innovation not always associated with traditional research grants
x Z Z Z Z Z Z & . ! Independent Research Centres Cons " " ! L a c k o f c a r e e r s t r u c t u r e / j o b s e c u r i t y
D e p e n d a n t o n e x t e r n a l f u n d i n g s o u r c e ( s )
K e e p i n g t h e i n t e r e s t o f b e n e f a c t o r s
D i f f i c u l t y i n a t t r a c t i n g n e w f u n d s
V a l u e o f d o n a t i o n s / b e q u e s t d i m i n i s h o v e r t i m e
L o w s a l a r i e s
R e l a t i o n s h i p s w i t h m a i n s t r e a m c o l l e a g u e s
I s o l a t e d f r o m t h e c o r r i d o r s o f s c i e n c e
L a c k o f e x p o s u r e / n o v e n u e f o r n o r m a l i s a t i o n
E d u c a t i o n o f n e x t g e n e r a t i o n ?
( Z ( Z Z ) Z Y Z Z Z ( ( ) Y & F $ / % UK: Remained Embedded in Universities % J o h n B e l o f f
Q u e e n s U n i v e r s i t y , B e l f a s t ( 1 9 5 0 s - 1 9 6 3 )
U n i v e r s i t y o f E d i n b u r g h ( 1 9 6 3 - 1 9 8 5 )
P h D s t u d e n t s : A d r i a n P a r k e r ; R i c h a r d B r o u g h t o n , D e b o r a h D e l a n o y
C a r l S a r g e n t ( l a t e 1 9 7 0 e a r l y 8 0 s ) ; C a m b r i d g e U n i v e r s i t y
S u s a n B l a c k m o r e ( l a t e 7 0 s 2 0 0 2 ) U n i v e r s i t y o f S u r r e y ( P h D ) ; U n i v e r s i t y o f W e s t o f E n g l a n d
R o b e r t M o r r i s ( 1 9 8 5 2 0 0 4 ) : P r o f e s s o r o f t h e K o e s t l e r C h a i r o f P a r a p s y c h o l o g y ; D e p t . o f P s y c h o l o g y ; E d i n b u r g h U n i v e r s i t y
C a r o l i n e W a t t & P e t e L a m o n t ; K o e s t l e r P a r a p s y c h o l o g y U n i t ( K P U )
P P P @ P P A P P P P P
P @ A 8 O 1 d M o r r i s L e g a c y W i n f r o m W i t h i n L o n g - T e r m S t r a t e g y 3 3 2 M o r r i s s u p e r v i s e d 2 7 P h D s t u d e n t s t o c o m p l e t i o n ( 1 s t g e n e r a t i o n )
1 8 w o r k i n g a t u n i v e r s i t i e s ; 1 2 a t U K u n i v e r s i t i e s
9 P h D s t u d e n t s c o m p l e t e d P h D s w h o a r e 2 n d g e n e r a t i o n ( M o r r i s g r a n d c h i l d r e n )
w o r k i n g a t U K u n i v e r s i t i e s
1 2 f u r t h e r 2 n d g e n e r a t i o n P h D s t u d e n t s w h o s e s t u d i e s a r e o n - g o i n g i n U K u n i v e r s i t i e s
4 P h D 3 r d g e n e r a t i o n c u r r e n t o n - g o i n g
P a r a p s y c h o l o g i c a l l y t r a i n e d s t a f f h a v e a c a d e m i c p o s i t i o n s a t 1 6 U K u n i v e r s i t y ( n u m b e r i s c o n t i n u a l l y g r o w i n g )
A 2 M r 2
2 '
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& [ ] 3 - Positive Factors Associated with Universities . .
Provision of a stable career structure
Skills are valued, respected and required
Access to, training and development of next generation
Researchers embedded in mainstream environment; normalisation of topic 2 - Provision of a stable income/career structure . . - F u l l - t i m e a c a d e m i c , s u b s t a n t i v e p o s t s
S u p p o r t e d b y n o r m a l u n i v e r s i t y f u n d i n g
F r e e d o m f r o m p r o b l e m s a s s o c i a t e d w i t h f u n d i n g f r o m b e q u e s t s & b e n e f a c t o r s
C l e a r c a r e e r s t r u c t u r e
R e c o g n i s e d a d v a n c e m e n t c r i t e r i a
E n a b l e s s h o r t - , m e d i u m - a n d l o n g - t e r m p l a n n i n g t o a c h i e v e
o b j e c t i v e s
R e s p e c t e d p r o f e s s i o n ( i f n o t l u c r a t i v e & )
L e n d s ( s u b t l e ) l e g i t i m a c y b y a s s o c i a t i o n t o r e s e a r c h t o p i c s
N o r m a l i s e s s u b j e c t i n t h e e y e s o f t h e p u b l i c
B e q u e a t h s a u t h o r i t y
P r o v i d e s o p p o r t u n i t i e s t o p u r s u e o w n r e s e a r c h a g e n d a
< & P * P J P P P ; P P ) P ~ P 6 P P P P & * J K ) ~ 3 3 * Skills are valued, respected and required + + ) | P a r a p s y c h o l o g i s t s a r e ( g e n e r a l l y ) s k i l l e d m e t h o d o l o g i s t s
T e a c h i n g o f r e s e a r c h m e t h o d o l o g y k e y a s p e c t o f m a n y u n d e r g r a d u a t e d e g r e e s
B u t n o t w h a t m a n y a c a d e m i c s m o s t l i k e t o t e a c h &
C r i t i c a l t h i n k i n g s k i l l s
E x c h a n g e s w i t h c r i t i c s ; s o c i o l o g y o f s c i e n c e ; e t c .
P a r a p s y c h o l o g y r e s e a r c h s t u d e n t s s h o u l d h a v e m a i n s t e a m a r e a ( s ) o f e x p e r t i s e b e m u l t i - f a c e t e d
e . g . , i n d i v i d u a l d i f f e r e n c e s
T o p i c i s i n h e r e n t l y i n t e r e s t i n g t o s t u d e n t s
H e l p f u l i n r e c r u i t i n g s t u d e n t s
A n a c c e s s i b l e a p p r o a c h t o r e s e a r c h m e t h o d s c o u r s e w o r k
P r o v i d e s i n t e r e s t i n g r e s e a r c h i l l u s t r a t i o n s f o r m a n y a r e a s
9 Z J Z 0 Z Z 3 Z _ Z Z - Z Z Z Z 9 J 0 3 _ - 8 , 4 7 Access to, training and development of next generation 8 8 7 Access to a large, reasonably intelligent, young population
Openness
Rebelliousness
Many opportunities to enter parapsychological knowledge into diverse range to topics/subjects
Opportunithy to teach students a sensible, productive approach to the field
Many opportunities to develop relevant research skills and knowledge in students
Both at UG and PG levels
PROVIDE NEXT GENERATION OF TRAINED RESEARCHERS
= 0 = 0 & 5 K Researchers embedded in mainstream setting: normalisation of parapsychology L L K U n i v e r s i t i e s a r e w h e r e s c i e n c e i s d e f i n e d , a d v a n c e d , c h a l l e n g e d a n d r e d e f i n e d a n d d i s s e m i n a t e d
A t u n i v e r s i t i e s , a n a c a d e m i c i s b y d e f i n i t i o n a p a r t o f t h e u s u a l b u s i n e s s o f s c i e n c e
U n i v e r s i t i e s a r e r e l a t i v e l y e a s y t o g a i n e n t r y a s a n a c a d e m i c : c o n f e r s i n s i d e r s t a t u s
O n e o f t h e u s w h e n p e r f o r m i n g w e l l ( r e c r u i t b e s t s t u d e n t s )
R e s e a r c h a r e a s o f a c a d e m i c c o l l e a g u e s a c c o r d e d s a m e g e n e r a l s t a t u s
S u b t l e , a l m o s t i n v i s i b l e , n o r m a l i s a t i o n & a c c e p t a n c e
N e t w o r k e n a b l i n g !
A c c e s s t o u s e f u l n e t w o r k s / c o l l e a g u e s
W i t h i n & o u t w i t h o w n i n s t i t u t i o n a n d d i s c i p l i n e
E x p a n s i o n o f r e s e a r c h g r a n t p o s s i b i l i t i e s i n t o m a i n s t r e a m f u n d i n g s o u r c e s v i a n e t w o r k s
_ P X P Z P = P C P J P % P 0 P X P P _ X Z = C J % 0 X & x | % Negative Factors * Many competing tasks and duties
Ever changing orientations/priorities
Increasing pressure on staff for income via research and knowledge transfer activities
Shortening of study period for research degrees (MPhils / PhDs)
Multi-disciplinary nature of parapsychology
Impact upon career progression?
* + & U 6 8 Many tasks and duties compete with research activities 9 9 8 v T e a c h i n g a n d s u p e r v i s o r y d u t i e s
U p t o 1 8 h o u r s o f i n f r o n t o f c l a s s t e a c h i n g p e r w e e k
A d d i n l e c t u r e p r e p a r a t i o n a n d a s s e s s m e n t m a r k i n g t i m e
P e r s o n a l t u t e e s
S u p e r v i s i o n o f U G a n d P G r e s e a r c h p r o j e c t s
L a r g e a n d e v e r - g r o w i n g l o a d o f a d m i n i s t r a t i v e w o r k
T r a c k i n g s t u d e n t p r o g r e s s i o n ; m i t i g a t i n g c i r c u m s t a n c e s ; d i s c i p l i n a r y a c t i o n s ; q u a l i t y a s s u r a n c e m o n i t o r i n g , e t c .
C o m m i t t e e s & w o r k i n g g r o u p s
I n c r e a s i n g l y p r e v a l e n c e o f y e a r r o u n d t e a c h i n g
Z 8 Z 7 Z ; Z 3 Z Z 1 Z Z 8 7 ; 3 1 7 % Ever-changing orientations/priorities % T h e t r a d i t i o n a l u n i v e r s i t y b e c o m i n g a t h i n g o f t h e p a s t
M u s t r e s p o n d r a p i d l y t o c h a n g i n g s o c i a l a n d g o v e r n m e n t a l p r i o r i t i e s
E v e r c h a n g i n g c u r r i c u l u m , s t u d e n t p o p u l a t i o n s , e t c .
E . g . , U n i v e r s i t y o f N o r t h a m p t o n
1 9 9 0 N e n e C o l l e g e : r e s p e c t e d t e a c h e r t r a i n i n g c o l l e g e
M i d - 1 9 9 0 s : s e e k i n g u n i v e r s i t y s t a t u s ( f o c u s o n U G t e a c h i n g )
1 9 9 9 : U n i v e r s i t y C o l l e g e o f N o r t h a m p t o n ( f o c u s o n d e v e l o p i n g r e s e a r c h & r e s e a r c h d e g r e e s t u d e n t s )
2 0 0 5 : U n i v e r s i t y o f N o r t h a m p t o n ( s t r o n g r e s e a r c h f o c u s )
T o d a y : a b u s i n e s s - f a c i n g u n i v e r s i t y , s t r o n g r e g i o n a l d e v e l o p m e n t r o l e ; e m p l o y e r e n g a g e m e n t ( a p p l i e d t e a c h i n g , r e s e a r c h & k n o w l e d g e t r a n s f e r / K T ) ; w i d e n i n g p a r t i c i p a t i o n a g e n d a , a n d s o o n
C i r c l e g a m e - w h a t g o e s a r o u n d , c o m e s a r o u n d
~ P T P P / P P P ~ T / & 8 Q Increasing pressure on staff for income generation via research and KT activities R R Q ` G r a n t & 3 r d s t e a m f u n d i n g i n c r e a s i n g l y i m p o r t a n t s o u r c e o f u n i v e r s i t y i n c o m e ( S c h o o l s a r e p r o f i t c e n t r e s )
R e s e a r c h g r a n t s a n d K T i n c o m e m u s t c o v e r A L L a s s o c i a t e d c o s t s :
T h e t r a d i t i o n a l c o s t s : R A s / m a t e r i a l s / a n d s o o n
S t a f f t i m e
A s s o c i a t e d o v e r h e a d s ( u s u a l l y w i l l d o u b l e c o s t s )
P a r a p s y c h o l o g y s t r a d i t i o n a l f u n d i n g s o u r c e s :
S m a l l c h a r i t i e s
D o n t p a y o v e r h e a d s ;
G e n e r a l l y s m a l l g r a n t s d i f f i c u l t t o i n c l u d e s t a f f t i m e & R A s ;
R e q u i r e s e n t r y t o t r a d i t i o n a l f u n d i n g s o u r c e s
M a y i n i t i a l l y c o n s t r a i n r e s e a r c h t o p i c s
E s s e n t i a l t o a d o p t a l o n g - t e r m p e r s p e c t i v e
Z k Z . Z Z W Z / Z T Z
k . W / T 0 9 @ Shortening of study period for research degrees (MPhils / PhDs) A A & 1 UK: FT/PT PhD: absolute max.: 5 / 6 years
Meaningful penalties for exceeding limits
Bursaries will only fund 3 years of PhD study
Especially constraining given general lack of undergraduate education in parapsychology
At best, some exposure via examples, UG projects, occasional modules, on-line courses, but still very limited options to gain a good grounding in parapsychology
Less well-informed PhD graduates, outside of their specialist area(s)
` , X X , X X & : , Multi-disciplinary nature of parapsychology - - , I n c r e a s i n g n u m b e r o f p s y c h o l o g i s t s i n c r e a s i n g l a c k o f o t h e r d i s c i p l i n e s
U n d e r s t a n d a b l e , b u t w o r r y i n g
D i f f i c u l t t o c r e a t e f r o m s c r a t c h
E x i s t i n g a c a d e m i c s n e e d t o p u t h e a d a b o v e p a r a p e t
O n c e m a i n s t r e a m c a r e e r i s e s t a b l i s h e d , s h o w i n g i n t e r e s t i n p a r a p s y c h o l o g y m a y b e o n e o f t h e m o s t d i r e c t r o u t e s t o w i n n i n g w i d e r - s p r e a d a c c e p t a n c e L K # K # P ; Impact upon career progression? ! ! P r e v i o u s l y p e r h a p s , b u t n o t t o d a y ( i n U K )
M o r r i s : B A A S P r e s i d e n t o f P s y c h o l o g y D i v i s i o n
G r a d u a t e s a r e s u c c e s s f u l l y c o m p e t i n g f o r j o b s
P a r a p s y c h o l o g y s t a f f p r o g r e s s i n g a s a r e o t h e r c o l l e a g u e s
I n c l u d e s t o u p p e r a c a d e m i c a n d a d m i n i s t r a t i v e p o s t s
B o b M o r r i s e x a m p l e
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D e m o n s t r a t e e x p e r t i s e i n p s y c h o l o g y o f d e c e p t i o n , e t c .
F i n d m u t u a l p r o b l e m a r e a s / t o p i c s o f o v e r l a p p i n g i n t e r e s t
N e v e r b e d e f e n s i v e ; n e v e r b e a g g r e s s i v e ; o c c u p y t h e m i d d l e g r o u n d
\ * Z Z Z Z * 0 Conclusions M o r e a c a d e m i c s v e r s e d i n a n d p u r s u i n g p a r a p s y c h o l o g i c a l r e s e a r c h i n u n i v e r s i t i e s t h a n a t a n y o t h e r t i m e i n t h e h i s t o r y o f p s y c h i c a l r e s e a r c h / p a r a p s y c h o l o g y
U S A : I n s t i t u t e f o r T r a n s p e r s o n a l P s y c h o l o g y ( T a r t , B r a u d ; H a s t i n g ) ; U n i v e r s i t y o f C a l i f o r n i a , I r v i n e ( U t t s ) ; C o r n e l l ( B e m ) ; R o l l i n s C o l l e g e ( E d g e ) ; U n i v e r s i t y o f M a r y l a n d ( B r a u d e )
S w e d e n : U n i v e r s i t y o f G o t h e n b u r g ( P a r k e r & G o u l d i n g ) ; U n i v e r s i t y L u n d ( C a r d e n a ) ; U n i v e r s i t y o f S t o c k h o l m ( D a l k v i s t )
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A r e w e t h e r e n o w ( e s t a b l i s h e d , r e s p e c t a b l e , e t c . )
& . o f c o u r s e n o t ( b u t n o l o n g e r a s a c r i f i c e )
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