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of the Erhard
A Description
in the
of Behavior
Terms
Seminars
Training
(est)
Analysis
Donald
Stephanie
Alcohol,
Health
Drug
Administration,
Baer*
of Kansas
University
Mental
M.
B.
Abuse,
Kansas
Stolz1
and
City
In the first six and a half years since the founding of the Erhard Seminars
Training (est) by Werner Erhard inOctober, 1971, over 130,000 people have
"graduated"
twenty-five
has
training
Brewer,
in
from the training. As of early 1978, the est training is offered
This fast-growing awareness
the U.S.,
and in London.
in the media
and popular magazines
been much described
(e.g.,
cities around
1975; "Getting
your head
together,"
1976; Greenburg,
1977; Harrison,
in est and
used
the procedures
between
parallels
no
our
to
scientific
cesses,
but,
analysis
knowledge,
of est,2 like a characterization
A characterization
various
psychological
as yet, appeared.
pro
has,
of any process,
may pro
or deducing,
as necessary,
its procedures,
ceed by (a) describing
(b) describing
and (c) translating those
and probable
the possible
products of those procedures,
of the
terms that offer what seems to be an explanation
statements
into analytic
process
of view
and
of behavior
follows
done
analysis.
of a systematic
comments
thank
Drs.
were
by theADAMHA
Enoch
useful
is used
to refer
experience
45
to what
for adults.
calls
Baer
Stolz
least somewhat distorted. This truismmay have special severity in the case of
est, because
accurately,
translation
est states
about
that it is about
the context
and concepts
(or, more
experience
and concepts),
and that any
experience
or (most especially)
systems
organized
personal
of personal
concepts,
a distortion.
is, inescapably,
Nevertheless,
just that analysis will be attempted here, for three reasons:
1. est is a technique of potential behavior change, although, as its proponents
is also a discipline
of behavior
say, that is not what it is about. Behavior
analysis
of concepts,
of the procedures
used in the est training resemble
those used in a
considerable
variety of therapies (Frank, 1977), some of them behavior
therapies
the
of
behavior
Decen
Ellis,
Goldfried,
1972;
(see, e.g.,
sharing
analysis
logic
2. Some
or packaging
of these procedures
in est may give them
1975). The programming
an effectiveness
that they would not have in isolation or in a different packaging.
tionwill be more useful for research in theparadigms of the therapies ifit is stated
in the terms of those paradigms.
3. We
have no real choice:
The
terms of behavior
analysis
est is about
are
the only
And considering
that what
is (according
to analysis
then this approach,
through language anyway,
although different from est's, is at least no more in error than any other approach
coming from a language-based
epistemology.
the worth of this attempt at analysis
rests with the reader. Those
Thus,
readers who,
like us, habitually work from a language-based
will
epistemology
analytic
to est) not
suitable
an "analysis"
be relieved
to encounter
in just the kind of terms they
perhaps
most often use, especially
to the terms Werner
when compared
Erhard uses in
a
to
reduce
to language:
attempting
non-language-amenable
experience
The
consistent
with our perceptions,
in other words,
with our senses.
. . .There's
or
which
is
different
than
the reality that we
reality
beyond
. . .You and I are
sense.
a
in personal philosophy
and a personal
grounded
logic and a system of beliefs
than wholes.
And so when
and concepts
that has to do with parts rather
think about things, we think of a logic
at all. The logic
system that works for parts but does not work for wholes
of wholes
is also the logic of nothing.
In other words, when you have a
... If I take an
whole you at the same time have everything and nothing.
we
46
A Description
nothing.
. . .And
parts.
tion about
I could
if you
wholes,
satisfaction,
wholeness,
fulfillment,
or sense
of completion!"
Why did est borrow Eastern philosophical language for itsdiscourse? Werner
Erhard
and analysis
in terms
says that language is the tool of conceptual
analysis;
of concepts
is exactly what est attempts to teach trainees to ignore, so as to more
events. Experiencing
is different from analyzing,
and it
immediately
experience
iswhat est aims for, as an additional
are
basis for everyday
life. Trainees
told that
a new openness
to develop
to personal
est proceeds
experience,
by
on
sole
reliance
use
and
the
of
Of
discrediting
analysis
ordinary
language.
itmust proceed
it seems
however,
necessity,
by using language. Consequently,
to us, est systematically
of language,
attempts to reveal the usual connotations
and to replace
them with new connotations
of the
arising from the experience
In order
training.
In addition,
trainees
the dictionary
definitions
the trainees
of what
is intended.
their
often are inarticulate when trying to describe
graduates
est experiences
to nongraduates,
essence
because
the
of the est training is the
wealth of inductive experience
that the trainees underwent
during the training
and the subsequent
to
of
and
intuitions
self-discoveries
"processes"
reporting
In consequence,
other
on that body of
est jargon depends
for its connotative
meaning
a
est
to
not share that
who
does
Thus, offering
experience.
jargon
non-graduate
inductive connotation
is usually an exercise
in futility.
trainees,
Some
everyday
terms used
meanings.
The
47
to their
in the
Baer
Stolz
it appears
that "epistemology"
is not a widely
under
Unfortunately,
term among
est trainees,
or through its
either in its precise meaning
and thus it is not used often by est as part of its descriptive
connotations,
use of it in his discussions
Werner
Erhard makes
of est (e.g., Erhard,
language.
an experi
more
he
and
the
will
to
trainers
often
refer
1976), although
"holding
stood
ence
in a different context,"
or "coming
than to "shift
Overview
est standard
some
200
to 300
days, and one following the fourthday. The training is conducted by a single
called
individual,
a trainer. At present,
nine persons
are considered
qualified
to
conducts
is different
In summary of what
the
is to follow (and in the terms of behavior
analysis),
est experience,
in our opinion,
is designed:
1. to bring some behaviors
of the trainees under unusually
effective instruc
tional control of the trainer;
2.
to use
that instructional
control
a.
an
b.
a sharp distrust
conventional
knowledge,
increased
awareness
c. a total trust in the primacy and validity ofwhat the trainee findswithin
awareness
the newly heightened
of personal
and thus,
experience,
d. final independence
from the trainer;
3. to leave each trainee able to continue examining,
trusting, and
exploring,
in
the
service
of
whatever
using personal
experience
goals, problems, whimsies,
or accidents
the trainee/graduate
may discover, choose, or encounter. According
toWerner
Erhard:
It elevates
to [the experience
circumstances
of] being the cause of your circum
. . When
.
stances.
with your posi
you get in touch with yourself?not
tion and not with your ego and not with your point of view, but with
. . you will
yourself?.
experience
yourself as the creator of your own
circumstances.
of
forest
("A
1976)
thought,"
48
A Description
are
the pursuit of just such activity is encouraged
and facilitated. These meetings
or per series of ten meet
topically, with one topic either per meeting
relations, money,
ings; they cover areas such as sex, interpersonal
responsibility,
and self-expression.
organized
(The first 60 hours currently cost the trainee $300; the subsequent evening
cost about
meetings
$5 each.)
est Procedures
Induction
The
of Instructional
Control
used
procedures
in the est
to establish
procedures
designed
the trainer over certain
training are,
a remarkable
amount
of the trainee.
behaviors
subverts
systematically
reliance
invalidating
worth and status.
in our
To
opinion,
of instructional
do
so,
induction
control by
the trainer first
to you;
titles, and their importance
to
their
and
your roles,
you;
importance
to you;
and its importance
your wealth,
of your own reputation,
your knowledge
your
to you;
behaviors
intense
induce
ridicule
instructional
control
over
by the trainer.
not people.
not people,
and reinforcing responses,
responses,
by punishing
are reminded
know
what
don't
that
3. Trainees
they
really
they
repeatedly
true of
most
think th?y know, and most especially
don't know what they think is
3
At
all
trainers
who
conduct
49
Training
are males.
Baer
Stolz
themselves. For example, they are reminded thatwhat they thinkof as facts in
fact are
things that they have heard or read or seem to remember from school;
that the science on which
those facts depend was not done by them nor truly
no different from rumor; and that
understood
and
thus
is essentially
by them,
can
what
most
know
is
their
individual
selves and their experience,
they
truly
both ofwhich theyhave woefully ignored infavor ofwhat theywere toldwas so.
4. A distinction
between
the agreements
would
feel like.
earlier, before the trainees know what keeping
The trainees are reminded frequently of how poor they are at keeping agreements
ingeneral, how often they lie as they break them, and how bad this is for them;
and as
that "it's
o.k.
not to be o.k.,"
they
6. The physical conditions under which the training takes place steadily
become
more
in a cool
day
instructions
Thus,
unusual:
to leave
able
comfort
trainees
usual ?
every
before.
rarely if ever have encountered
or coping with the
skills for defense
situation, nor have they any basis for predicting whether their situation will
become
worse,
how much
worse
itwill become,
etc. They may well become
to
yet not in a way that they can readily confess,
seems to be systematically
discomfort
useful to the
control over some of their behavior
by the trainer.
scared,
scared,
increasingly
others or to themselves.
This
induction
of
instructional
conditions, and (in some cases) with virtually any conditions theymay ever
encounter.
7. The
designed
trainer begins
to maximize
his
are
a. Knowing
how they feel, he tells them in various ways
that they feel
seem
that.
like
it
will
to
the
that
trainees
the
trainer
is always
Thus,
just
right.
b. The trainer begins to suggest that, inways that he can explain but are
still obscure,
the trainees
have
50
a unique
worth
after all.
In fact, he
A Description
that in a way,
suggests
possibility
of understand
achieved
c. The
the trainer
that reliance
When
irrelevant.)
on his worth,
are
status, rank, and power
own
the
trainer's
successful,
training
thoroughly
establishes that the traineeswill not be able to finda way to shape his
toward
behavior
their ends.
that he already
that he came
all
for?the
trainees'
money?and
care much
has
what
happens
in the course
of that. During
the training, he
He
appears
to be an intriguing, self-confident,
ing figure.
e. At the same
and potentially
punish
reinforcement
nonevaluative
trainees at the outset of the training, this is a signal that the trainees
are instructed
applaud.
Trainees
that seems
something
and
relevant
non"act"-asserting,
self-revelatory,
to the trainee,
self-exploratory,
rather than to any other trainee or to the trainer. Then,
by saying
a potentially
"thank you," or "f got it," the trainer commands
power
ful formof social reinforcement, the applause of 200 to 300 peers, all
presumably
in the same
uncomfortable
situation
as
is the
trainee
response
exploratory
and more of it in increasingly
diverse
51
ways.
Each
trainee apparently
is
Baer
Stolz
inner experience;
exploring
putting it into words for the other trainees
and the trainer is reinforced.
numbers of the trainees are
Increasing
in somewhat
different ways.
each
reporting their self-explorations,
to an extremely thorough set of models,
Thus, each trainee is exposed
fostering an induction by the trainees of an intuition of self that is
over
extremely difficult to put into words, and thus difficult to teach in any
way other than inductively.
In doing all this, the trainer seems to be maximizing
his instructional control
some
behavior
to establish
in contrast
to their conventional
beliefs about what
ences,
they are, how the
as the trainees begin increasingly
world works,
to
and how they work. Also,
on
model
their self-explorations
for one another,
the trainer
their dependence
should
become
does
begin
themselves.
The
the trainer
less; and indeed, as the training progresses,
less of a didactic
the trainees to teach
role, programming
less and
to play
est Curriculum
The ostensible formof the est trainingis a great deal of talkby the trainerand
the trainees.
questions,
The
evokes
is in charge;
he presents
statements,
poses
clearly
from the trainees,
from the
recognizes
questions
or another)
answers
them. The progress
of this inter
trainer
answers
This
lesson
leads
their receptivity
2. Experience:
trainees
to new
to question
lessons.
Undefinable.
Characterizable
and
this is important
to
as
each
to new or unusual
potentially
leading
and most
important, current
and past
awareness
contingencies
52
called
"processes,"
of self, body, and, finally
previously
unrecognized,
A Description
unrecognized
as
such
the Erhard
of
Seminars
or forgotten
(miscoded),
fulfilling).
Training
often
self
with
of the algorithms
the flooding
Many
greatly resemble
used
in
of behavior
various
forms
1976,
pp.
148-152)
berg,
techniques
(Leiten
(and other
therapy
immerse the person
in feelings, attitudes,
and judg
sensations,
therapies): They
ments that might otherwise
be avoided.
of what
Thus,
they allow an appreciation
these experiences
some of them are, and how
in fact consist of?
how pleasant
readily
tolerated
and
dispersed
others
are,
in.contrast
to the supposed
over
whelming power that the individual has endowed themwith previously. Through
the process-algorithms,
to free themselves
from
people potentially are supposed
control by those feelings and their environmental
sources.
For example,
if the
feeling is embarrassment,
people normally see its source as in the environment,
in a process,
their reaction,
rather than others'
That the processes
may sometimes work in this manner
we all know the contingencies
belief,
controlling behavior,
etc.), despite our skill at noting it and learning to behave as itpresses us to, there
or to others, either
is no certainty that we will report the contingency
to ourselves
or
at
all.
The
most
accurately
experience
important function may be
algorithms'
that they constitute
to activate
effective
self-instruction
of
just that response
complex
usually
desired
and detailed
nate
and monitor
Thus,
they may
their own
become
behavior,
independent
Baer
Stolz
to be to
thus seems
The function of the processes
en
an
to
to learn and later be able
the trainees
provide
practice
opportunity
skills.
and self-analysis
hanced or expanded
awareness,
self-awareness,
or acceptance:
5. Change
of
may lead to
Analysis
controlling contingencies
new
ones
to
that usually
of
from
those
exit
them, entry
change
contingencies,
and
experience
intuition.
or acceptance
but now
of the old contingencies,
behavior,
("better")
as a self-initiated bargain rather than an imposed one.
4 + 5 + 6. Self-confidence:
Fuller analysis
of controlling
contingencies,
some
to
with
the
and
accept others, leads to contentment
coupled
change
ability
can always be continued,
and several
intuitive realizations:
(a) that the process
await
new
(b) that trapswill be avoided or sufferedonly briefly in the future,and (c) at the
extreme,
adventitiously
better.
is the trainee's
in an environment
to use, a realization
that is reinforced
a psychology
inwhich the key agent is a
a
a
or
reinforce
to
Freudian
behavioristic
"mind,"
ego
corresponding
roughly
ment history. est's psychology
in recording past
how this mind works
describes
the meaning
and instigating be
of new experiences,
experiences,
determining
7. Determinism:
is a record of memories
self is characterized
At some point
receives
an
relevant
to the survival
in est as "what
in anyone's
instruction
the self considers itselfto be, and a parallel definitionofwhat the self fears itself
if you are a good student. Thus, your self instructs your mind to record experi
ence and control behavior
in defense
of your knowledge,
always
Tightness,
and
to other people.
intellectual
cleverness,
general
superiority
Thenceforth,
your mind will remember selectively what itneeds to, in service
of that goal.
It also
to
require
perpetuate
as much behavior
as current environments
generate
that identity in them, whether
that be information, various
else the situations encountered
need. In
insult, or whatever
will
will sacrifice
to its
of the person
any other aspect
If
even
to
death
will
be
necessary,
(or perhaps
assignment.
preferred
public
amount
of personal
private)
stupidity, and any
readily
tragedy and sacrifice,
as
or health, will be allowed,
love, family, wealth,
including loss of friendship,
is maximized.
long as personal
"Tightness"
est
in
whatever
the self
terms,
Indeed,
whether
A Description
inwhatever
their current
again wrong,
a
is
est
wrong
frequent
paradox.
adventure
may
be. Being
right by being
In behavioral
or to be disorganized,
to be well organized
to be lucky or to
to be sensual or to be frigid or impotent.
Behavioral
of positive and nega
invokes the concepts
psychology
generally
to explain the establishment
tive conditioned
reinforcement
of such personalized
est seems
to use the same paradigm,
motivation,
but not the same
language.
in explaining
the content of the mind, est apparently
invokes only one
However,
of these two basic classes of contingencies:
It uses only the escape
and avoidance
a
the
content
ostensible
of
the
mind
is
Thus,
great deal of escape
contingencies.
or avoidance
can be translated
into escape
contingencies
by a
contingencies
or
shift. For example,
semantic
stimuli that signal the acquisition
water
of food
to signal escape
also can be considered
from hunger or thirst; stimuli associated
love and approval may signal escape
of abandonment,
from or avoidance
or
shame.
to
estys
self-restriction
the
and avoid
Thus,
apparent
escape
neglect,
ance cases may not necessarily
prevent it from fitting the great majority of life's
with
learning experiences
of whatever
the mind learns is
formulation, generalization
resistant to extinction
through heightened
(except
extraordinarily
to all
and extremely
self-awareness),
symbolic. Thus, your mind may generalize
women
to your father.
to your mother, and to all men its reactions
its reactions
generalization.
widespread,
And although the object that hit you on the head early in lifewas a softball, in
or someone's
eyes
light bulb, the moon,
similar one).
then (or a symbolically
evoked
to
in amplification
that according
of this principle,
same
as
not
but
is
the
everything else,
"everything
an orange,
circumstances,
evoke the same reaction as was
suitable
may
The
occurs
generalization
but the generalizer.
and when
it does
as new
of generalization
the recording
of all instances
widely,
by assuming
as
reinforcement
effects
instances of such learning, and by ignoring positive
to escape
and avoidance
such, est arrives at a portrait of a mind totally dedicated
in their operation
that are totally deterministic
and totally inevitable.
reactions
55
Baer
one
Indeed,
to most
lessons,
initially unpalatable
apparently
lawfulness of behavior. Most
trainees (nonbehaviorists)
final
is the absolute
trainees,
resist
of esfs
Stolz,
Once
matic
as an enlightened
much
state
inwhich
they already
they don't
exist?unless
(the
usual est paradox); that it is a state inwhich theymay well exist in the future
that their alternative
is not to become
they don't);
to
to
be
and
that
try to be "en
"enlightened,"
"enlightened";
are
is
the
not.
that
lightened"
only guarantee
they
as
Some
trainees may become
of their own minds,
est'mn psychologists
characterized
for them in gross outline by est's formulation,
and as fleshed out
of course,
(except,
but
when
rather
of
an
is
a special
inner voice (the self) remarks that what is being done is the
reenacted,
"act"
In
that voice may speak
less and less often, presumably
time,
again.
because
the "act"
will be performed
less and less often. In the est system, the
cannot survive such self-observation.
"act"
If a voice like this does make such remarks, that is, if self-monitoring occurs,
then the maintenance
continued
occurrence
an issue. Its
as behavior,
of that self-monitoring,
becomes
a
of the
be
function
of
the
differential
may
experiences
reduced
occurrence
of the voice,
representing
rate of what
from a reduced
may result
monitoring,
the "act").
behaviors
comprising
a reduced
rate of self
is being monitored
(the
is indeed an
hand, if the voice
then a reduction
in its rate may also indicate
or
events
nonevents
the
by
contingent on its
On
the other
operant
response,
self-monitoring
or extinction
either its punishment
use. Thus,
reduction
in the rate of self-monitoring
considered
alone.
is an ambiguous
outcome,
Common
Conclusions
1. Troubles
are
and/or
Supplementary
self-imposed,
not
56
according
to the
Lessons
externally
imposed.
True,
the events
A Description
regarded as
those events
own
the trouble
often
the Erhard
Seminars
Training
are
but
imposed externally,
as
or
rather than
acceptable
positive
as trouble,
behavior.
do not create
of
of
the experiencing
is your
happenings,
for yourself.
2. Agreements
and agreement
of all other parties to the agreements.
3. You
should stay open to new experience;
you should not
consequently,
as unsurpassable.
shut yourself off from that by exalting some past experience
4. Effortful avoidances,
all represent
and boredoms
hatreds, fears, disdains,
an expense
of consciousness,
most
present contingencies,
you from the expense
and
and escape
likely) which,
trouble of all
from some
realization
if experienced,
that avoidance
would
behavior.
(about
past
probably
Thus,
or
free
you
and become
free of whatever
you fear, hate, or
(experience)
of something
avoidance
is itself an imprison
avoid.
Unexamined,
systematic
ment. Nevertheless,
If you walk
into
still operate:
the inevitable contingencies
will
hurt.
walls, you
get
should
examine
memories,
The
and so on, that you have, and from your history of reinforcement.
"I
have
to assist you to recognize
this. Thus, you would
say:
rather than "I am upset."
is designed
training
an upset,"
6. You
are already a perfect person. You cannot be any way other than the
You are complete;
way you are; you are what you have to be at any moment.
in
the
Thus, "nothing happens"
your self is already actualized.
training, i.e., the
is no
self does not change, nor does the training modify who you really are. There
such thing as a fall from grace, to which you then return. Past errors, even present
over: What
errors, are not to be agonized
you do (did), you do (did), in response
want
if
it to be different, change
to the contingencies
of the moment;
it, but do
you
not wallow
is an est aphorism
in remorse.
"It's o.k. not to be o.k."
(Erhard,
1973).
7. Since
can plan
8. Acceptance:
have to take it as
it comes.
this is in no sense
despair,
You
determine
it.You
will
above),
(as described
that very little goes
recognition
Baer
as
Stolz
itwas
to go, or hoped for, but even so, given the proper self-analysis
planned
skills, it can always be enjoyed.
9. Not much
is as important as it used to be. A great deal of what used to be
seen as inescapable,
irresistible, or worth any sacrifice now may be seen very
as
differently,
falsely magnified
by prior failures of consciousness
(self-analysis),
or as valuable
to the self.
yet never essential
are
10. Satisfaction
and survival: There
of yourself
as complete
as
and perfect,
or disastrous
so that even
events
are
as
and
judged
negative
acceptable
experienced
as
or
rather than
"o.k.,"
destructive,
catastrophic,
diminishing. Thus,
defeating,
are
loss of a loved one, defeat
or unpredicted
in competition,
deprivations
as
a
as
events
natural
in
reasons
determined
rather
for
than
accepted
universe,
or
to
events
tend
be
depression
despair.
Conversely,
conventionally
positive
more
is
than
conventional.
enjoyed
(One critic of est's effects complained
petu
tionally
toast at breakfast.")
The alternative,
from survival,"
is very nearly the opposite:
"coming
being
in
own
touch
with your
to know
its actual content;
insufficiently
experience
that the meaning
and value of events are inherent in the events, rather
believing
than in your reaction to those events;
can be separated
from your situation
survival"
makes
you thoroughly
of your plans, and "luck,"
to a loved one from satisfaction,
disaster.
you can say, "I am complete
Speaking
inmyself and I derive value from you";
from
survival, you will say, "I
speaking
on you to complete me; without
need you and depend
you, I am incomplete,
outcome
and without
heart-broken,
two paradigms
These
constitutes
satisfaction
and
purpose."
are assumed
survival
to be
trade-offs
for each
other. What
is defined
not by
by the trainee/graduate,
or
to be satisfied
the choice
to survive, in
and not the trainer's.
Although itmight seem from the choice of terms that est implicitlyvalues
Analysis
In focusing first on the procedures
that we assume are intended to accomplish
instructional control over some behaviors
of the trainees, our analysis of est will
both
and
to
contrasts
suggest
Next, we
comparisons
procedures.
brainwashing
58
A Description
will
of
the Erhard
Seminars
Training
two possible
conclusions
about
the nature of est. Then, we will
est may and may not be amenable
in which
the ways
to research.
we
a
a
will
offer
in
the
form
of
disclaimer
summary position
Finally,
clarifying
what this document
is and is not.
describe
consider
and Contrast
Comparison
of est's Instructional
Control
with Brainwashing
over
instructional
control
techniques,
stripping of self-defense
of a specific pattern of new behavior.
reinforcement
seem to approximate
est procedures
several of these procedures
Some
topo
are
our
in content and
there
in
however,
major differences
opinion,
graphically;
important exceptions:
Pain is not what
in a rather cool
sessions
bladder.
evoked,
Asserting
previous
repertoire
called
"the
act"
by est
is
a potential
thus, this constitutes
punishment
status. When
trainees
volunteer
("share")
of reliance
their act,
on a
this
punishment is public, to boot. When they evoke theiract only in imagery, then
self-invalidation,
which
59
Baer
Stolz
trainees themselves put aside theirdefensive techniques that the est training is
effective.
maximally
A new pattern of behavior
is reinforced
by the trainer: It is the trainee's choice. This is perhaps themajor point of dif
est procedures
The term brain
and brainwashing
procedures.
we
influ
outcome
if
of
the
behavioral
is
used
of
washing
generally
disapprove
are more likely to be called
those precedures
ence; ifwe approve of the outcome,
is especially
initiation, or school, or the team, or the Marine Corps. Brainwashing
new
to
to
be
be
when
reinforced
invoked
the
represents a new
likely
repertoire
between
ference
in est
But any new repertoire
established
Marxism).
ifat all, by them, not by their trainer. The trainer has tried to
is specified,
and what
lead them to self-examination;
what they find in that self-examination,
stance
political
trainees
(e.g.,
is widely
Two Possible
across
Conclusions
graduates
About
(if change
the Nature
occurs
at all).
of est
so complex a collection
as est, a great variety of evaluative
of procedures
is
from
admiration
1976;
(Bry, 1976; Hargrove,
interpretations
possible,
ranging
For
the nature
One
the most
of est
characterization
that seems
(without
possible
1976). The second conclusion
fantasy, cf. Kornbluth,
represents our best opinion and evaluation.
First and worst possible
In our opinion,
conclusion.
the worst realistically
one
evident
in
media
is that est
possible
interpretation,
already
commentary,
no new repertoire of self-analysis
establishes
nor
nor
awareness
skills
heightened
being
negative
to unwarranted
resorting
shift in epistemology
in its graduates.
It simply
scares
them badly
and
impresses
considering
can boast
of
indeed
Besides,
in the awareness-of-life
up on their neighbors
game. That
and confusion.
$300 and four days of paradox
there have been occasional
These
have been
feelings of exaltation.
be worth
facilitated by the physical conditions and some suggestions from the trainerthat
this is to admit
conned
and didn't
even
have
the courage
Second
accurate
est
in fact allows,
undependably,
the establishment
of a new reper
conclusion,
across
and
trainees,
variably
an
awareness
as
of shift in
of their experience
increased
only
specifiable
an
one
or
which
be
increased
of
context,
may
component
personal
epistemology
under
which
the behavior-controlling
skill in recognizing
they
contingencies
unpredictably,
toire,
have
been
long-past
some
in the present environment,
living (some
events and operating as self-fulfilling prophecies).
from
still operating
extent
To whatever
the ability to analyze the contingencies under which they are laboring lends a
control.
of degree
variability
may be to that
them, est graduates
in better harmony with the current
of this outcome
in different
trainees,
and more
own
some of them
in a variety of ways,
testimony can be induced, often groundlessly,
The only persons who can
quite unattractive
(cf. the first, worst conclusion).
are the
est has occurred,
derived
from
the satisfaction
know whether
potentially
individual
trainees.
Conceivably,
satisfaction
with
And
there is no point
in asking
them, because
some
of them
lie (like some of us), and we will not be able to know which ones are lying.
an increased
none of them is. Perhaps
all of them are; conceivably,
other than ver
in some
indirect outcomes,
life can appear
bal report; we shall comment later on how some such possibilities might be
investigated.
When
est Fails
Our
observations
distinctive
group with
are
of graduates
behavior
changes
survey of them as a
to the est training, and are
very far frombeing able to specify thedistributionof such changes among them.
Nevertheless,
we
can describe
some
patterns
that we
have
observed
and
con
trainees
the trainee
in other cases,
to explain
or uninteresting
their rebellion;
to
be
too
some
distasteful
self-discoveries
be
further,
pursued
may
encountering
an
from
but
that:
from the training represents
and the escape
escape,
just
the training
or not). In these latter cases,
(accurate
self-analysis
unacceptable
distasteful
was
not completed;
alternatively,
the trainee to a
in that it brought
Baer
Stolz
(accurate or not), even though the trainee chose not to pursue itor
at
at that time. From est"s point of view, trainees are never given a
least
it,
accept
new epistemology;
one for
to discover
they are only offered the opportunity
est claims only to make
themselves.
That opportunity
need not be accepted;
self-realization
the offer.
2. Some
trainees finish the training, but it seems to us that for them, est is only
or a new peer group. In some cases,
it represents
simply an
of importance
not to them but to other trainees whom
they know,
a new entertainment
organization
and with whom
"inside"
ously
to possess
to improve their status by seeming
they attempt
and other graduates.
information on est personnel
Sometimes,
previ
act as if they had learned nothing but a small new
lonely graduates
which
is their pass
into an exciting and stimulating group of new
vocabulary
as such mainly by virture of that shared vocabu
friends, who can be maintained
that anyone who uses
it shares the experience
of
lary and their presumption
personal
needed
epistemology.
are substituted
other
sonal
unfavorable
outcome,
trainees.
offer these
3. Some
had
chosen
to
values
sometime
outcomes
no values.
keeping
that we
disposed toward est or its people that they adopt the supposedly appropriate
outcomes
of such analyses
lack of the process
that might have led them to
despite
It is much
to wear crucifixes
like pagans deciding
henceforth
no
for
better reason that that they have come to like some
themselves,
those outcomes.
and cross
Catholics.
an unfavorable
but
too, is not necessarily
This,
outcome,
a
of
the
est
failure
to
that
offer
trainees.
represents
purports
potential
some graduates
4. Finally,
the worst possible
may represent exactly
clusion
it still
con
to earlier
fortable
with
Amenability
What
of est to Research?
kind of changes
According
to documen
A Description
of
the Erhard
Seminars
Training
tation written
to testimony we have
(not by est staff), and according
are possible:
the following
Trainees
may
changes
that prior to training, they did not understand
much
of their own
but that subsequent
to training, they not only understand
more about
by graduates
from est graduates,
heard
conclude
behavior,
it, but also
1. Phyllis realizes that her past lifehas been one of constantly finding and
out
them wrong,"
in est
by other people
("making
a
that
feels
she
has
done
that
because
of
that
she
fear
parlance).
strong
can
herself might be found out to be wrong, and a long-standing
if
that
she
feeling
show others
that they are wrong,
she is right. Phyllis
sub
then, relatively,
pointing
She
now
realizes
feared that she would fail tomeet the challenges of independent living,and she
uses
her mother's
further realizes
competent
deficiencies
that she has
and more
dependent
as an excuse
to make
found ways
continually
on her help than her mother's
to try. She
less
her mother
condition
in fact
justified, primarily tomaximize her own insulation from a test of her ability to
lead a successful,
perhaps because
the alternative.
4. Stewart
his loved ones,
realizes
that the jealousy
he suffered whenever
as positively
to whom
relate
etc., find other persons
friends, subordinates,
they
or completely
as they do to him, derives mainly
from his fear of his own
He recalls that in his past, he has dealt with a frightening world very
inadequacy.
for
so successfully
almost always
that he has won reinforcement
successfully,
being the best, not simply forbeing very good. He has acted as ifbeing the best
were
success
the only possible
pattern, and therefore he has implicitly required
to find anyone
else to be inferior to him; thus, his associates
all his associates
no longer is irritated when
to
not relate strongly
else. Stewart
should
anyone
63
Baer
Stolz
others are given honors or opportunities thatmight have come to him; he feels
increased
satisfaction
looks
longer
for new
with
the honors
already accrued
or teases his associates
honors
about
their other
and no
relation
ships.
These
others',
changed.
may
They
or may
not behave
differently.
as common
the second
is intended.
among graduates;
recognized
to consider
We
the possibility
of outome
studies of each
propose
of these
types of changes.
re
an outside,
Outcomes
Could
change.
objective
involving behavioral
searcher document
that any of the changes
described
in the four case histories
as an example
but only with difficulty. Take
really did occur? Conceivably,
who
Phyllis,
previously
had criticized
and
evaluated
other
people
as a way
of
know
in advance
the realization
likely to reach as a
result of the training, then itwould not be difficultto establish her baselines of
the same
attack, criticism, etc., prior to the training, and examine
interpersonal
see
to
behaviors
the
to
if
in favor
indeed
had
decreased
subsequent
training
they
of less evaluative
and more positive
interpersonal
styles.
of all the characteristics
that a trainee may have,
there is no
However,
contingencies);
to
(as contrasted
accepting); and of these, which will in fact prove possible to change in that
an objective
circumstances.
be
Thus,
particular
study of ^r-related
as
seen
often
be
will
been
in
but
change
retrospect;
having
only
possible,
by the time that one sees what the study should have been, it is too late to acquire
the necessary
baselines
in an objective manner.
(pretests)
a
An investigator who knew
number of trainees very well prior to their
trainee's
havior
in each
training conceivably
might guess in advance what changes were possible
trainee as a result of training and collect the corresponding
baselines
pretraining
a risky and inefficient research design, one that
(pretests). But this is obviously
would
cases
a sufficient number
require too much effort to acquire
could easily be doubted as typical, because
of their peculiar
64
of cases.
All
sampling
origin,
its
A Description
and
of
the Erhard
to some
represent,
Seminars
extent,
Training
regressions
to their means.
such persons
is conceivable,
This
baselines.
design
across
but
in which
There
is another way
involving a shift in epistemology.
a
to
outcome
have
that
be
said
become
of
may
target
changed
might
the preceding
of est outcomes.
In each case
research.
Recall
four examples
Outcomes
trainees
the supposedly
under
fundamental
contingency
out
to
of
of
found
fear
be
wrong,
pattern:
being
case.
Phyllis:
It is as
if the trainees
"Other
people
then said:
being wrong
doesn't
make
me
right, so
it's o.k.
if
they're right."
Jack: "Other
so
people
living differently than I do doesn't make me wrong,
want
to
if
that
live
it's o.k.
they
way."
the family; it's not
Pat: "I'm
the one who doesn't want to be tested outside
it's o.k. if I don't want to be tested; there is
Mom who's
keeping me here. And
lots of satisfaction
in doing what
I do."
Stewart: "Other people doing well and being liked doesn't make me any
so it's o.k. for them to be good and for my friends to like them."
dumber;
now are different. Their
These
trainees'
epis
previous
epistemologies
in effect, they now see a different causa
entailed
certain
behaviors;
temologies
or interpretation of the contingencies
of
awareness
tion, permitting an expanded
their lives. That is, before, Phyllis thoughther criticisms stemmed from some
now,
the source
threats
is
of that criticism
to her own status.
seeming
and trivial, so that the
unreal,
self-created,
criticism dies stillborn. Before, alternative
lifestyles were seen by Jack as violat
or social pillar; now,
they are seen as simply a
imperative
ing some moral
to him, and so their condemna
different way of living that is of no real relevance
Before Pat's mother was seen as a duty requiring sacrifice; now
tion disappears.
These
threats
now
are
seen
as
she is seen as a person to whom a daughter may or may not devote her life rather
the other
than try the outside world,
Before,
i.e., as simply another vocation.
and affection were seen by Stewart as not
in life who gained distinction
people
in one
truly worthy
unbalanced
equation,
now, others'
way or another;
but simply one of the pleasant
are no longer
honors
facts of life inwhich we
an
all
share.
Baer
Stolz
Prior to the training, the trainees may have found the contingencies
meaning.
too painful to recognize or report to themselves
under which they were operating
the
or others, even though those contingencies
controlled
their behavior. Now,
of self-reporting
avoidance
unimportant
periencing
is seen
the contingencies
in terms
consequences?unimportant
of them and their alternatives.
of
This
derives fundamentally
existing contingencies
or source of personal meaning.
of reference, causation,
now "holds
or the trainee
them in a different context,"
or "comes
from a different place."
outcome
The
that could
produce
be measured
across
research.
the target of outcome
these shifts in epistemology
do
trainees?
of their lives are, as has already been seen, highly variable across
the other hand, the examples
cited were similar in that they reduce
even though what was
to changed
views of avoidance
being
contingencies,
was
case.
avoided
Yet in each case, why those diverse events
different in each
contingencies
trainees. On
were
the
inadequacy. What
being avoided was strikingly similar: fear of personal
to do was different in each case, but the fear
trainees feared they were inadequate
that this particular
reveal them as failures was common. Thus,
challenge would
in this type of common
fear might be cited as one measurable
personal
change
outcome
is measurable
usually
primarily by personal,
sort
of testimony, as behavior
has shown
verbal,
testimony, and that
analysis
can be produced
in a given person
again and again,
by a wide
variety of
some
cases
this
will
accurate
truth
Of
represent
techniques.
variety,
simple,
telling,but others will represent conditioning histories that rob the testimonyof
for the observer
validity
who
knows
or suspects
that history.
In the extreme
case,
we know thatwe can hire people to tell other people that they are less fearful
or failure than they used to be. What
ismost trouble
personal
inadequacy
is the variety of coin that can be used to accomplish
such hiring, and the
ease with which the contract may go unrecognized
even by the worker. Thus,
in
our opinion,
this possibility
is unlikely to constitute a satisfactory proof, espe
about
some
cially
to a skeptical
audience.
But it is still possible that ifgraduates indeed have acquired a wider epis
temology
within
which
to contain
old
and
new
experience,
then despite
the
For
some people,
allows
recognition and reporting of a contingency
to
the
These
behave
may
differently
contingency.
graduates
or may put different contingencies
on others'
differently, may counterprogram,
or
own.
behavior
their
In behavioral
to the contingencies,
terms, responding
them
to respond
66
of their lives in
the contingencies
for
them
long periods of
plague
or
now
in
be
"solved"
short
of time, by
time,
very
may
periods
indefinitely,
or
new
the underlying
them in the
context,
seeing
epistemology
diagnosing
or finding the
event
the
avoidance
avoided,
being
experiencing
contingencies,
of the event
avoidance
not worth
cost.
In est
terms,
graduates doing thatare "getting off it."What it is that they"get off" is infinitely
across
of course;
but the speed with which
they "get off"
graduates,
in
to
their
than
on"
be
better
may
past performance
they happen
"get
in
shift
from
the
which
result
all or most of their cases. This possible
may
change,
This
is clear from est's most
is indeed central to est's purpose.
epistemology,
variable
whatever
often
one-sentence
repeated
of the purpose
description
of the training:
1976)
in est graduates
the
Conceivably,
speed of "getting off it" might be measured
before and after their training, and in controls, and found different. To do so will
purpose,"
even
not already
solved
(nor, in our opinion,
now
available.
research
However,
techniques
such definitions
incorporating
could
approximated)
behavioral
in the behavioral
codes
observation
be attempted.
in the development
of research
technology,
Nevertheless,
the graduate
still
appears tobe thebest judge ofwhen a problem isa problem (when thegraduate is
could
before
could
Other
important research questions
nature of
concerns
the epidemiological
of questions
Is that changing with
Who
takes the est training? Why?
est as a social phenomenon:
events?
with
the
continue
time? To what extent do est graduates
postgraduate
reactions
Isest growing or shrinking? What are the media
Who are the drop-outs?
Other
be asked
about
est. One
class
to est? What do est graduates tell others about it? Is that changing? Does
interact with media
Another
of questions
are interesting
class
These
cesses").
and
outside
ing
treatment
of est?
concerns
the experience
both within
in themselves,
have
algorithms
the context
little essential
(the "pro
of the train
function
outside
it
Baer
Stolz
contingencies
accurately
under
subsequent
questioning
(e.g., Rosenfeld
& Baer, 1969),would any of the est algorithms improve the subjects' ability to
If so, what variations
in the
so-far-unrecognized
contingencies?
content, form, or context of the algorthms would enhance or diminish this effect?
some form of preceding
In particular, would
induction of instructional control,
more or less resembling
that used in est, be important? Might the induction of
analyze
these
unneces
instructional
the algorithms
control, done adequately
enough, make
or
or
sary,
necessary
only in rudimentary
arbitrary form?
Some outcome
studies of est seem to be inherently impossible:
Summary.
those dealing only with entirely private outcomes
of the "aliveness
and satisfac
behavior
reality: those needing to know in advance what personal,
idiosyncratic
and
studies seem both possible
changes might result from est. Other outcome
in practical
attainable
of their need for
terms, although with difficulty because
new or better developed
their difficulty in recruiting appropriate
procedures,
etc.
subjects,
The more practical and realistic an outcome
the more distant
study, however,
it seems to be from the central goals espoused
est
the
Even so,
by
organization.
we do not believe
or of little value. As
that outcome
studies of est are useless
argued at the outset of this paper, the fact that est's central values and intentions
are not psychotherapy,
behavior
per se does not disbar
change, or "betterment"
it from being considered
from just those points of view; but itdoes mean that any
to the est organization,
study from those points of view will be of little relevance
to any of its graduates who did indeed derive from it the "aliveness
and satisfac
tion" outcomes
that est cites as central, or to any prospective
trainee seeking
exactly
Thus,
procedure
pendable,
"aliveness
that class
of private
experience.
as a company
should be viewed
that sells a
organization
a
est
an
in
unde
terms,
(or,
context) with
admittedly unspecificable,
and unguaranteed
intended product
of increased
(the possibility
the est
and
satisfaction"),
and
an
equally
undependable,
unguaranteed,
etc.).
techniques,
A comment on research
ability of est to outcome
of the amen
paradigms.
Implicit in this discussion
research
is a recognition
of at least two potential
research
We
in this paper, assumed
the objective
have,
paradigms.
paradigm
of behavior
characteristic
behavior
and
natural science
analysis,
ap
therapy,
in general.
we have discussed
In consequence,
the problem of study
proaches
to be examined
ing est as if itwere
researcher,
by a disinterested
acting as an
observer
and evaluator
of trainee/graduates
and controls.
But we have also
68
recognized
researchers
are
the
trainees/
graduates
In this second
inside the
research would be conducted
essentially
paradigm,
on themselves,
heads of the researchers,
and out
i.e., on their own changes
comes. None
some
of it
of that need by observable
else,
anyone
by
although
we
to
not
to
be.
but
choose
This
latter
might prove
explore
paradigm
recognize,
here. It is related to the so-called
of psychology
and to the
humanistic
paradigms
work
1972; May,
(Bateson,
1976), and interested readers no doubt
it in those literatures. We do not have sufficient competence
in that
of Bateson
can pursue
to delineate
approach
its implications
A Final
At
Disclaimer
we
of behavior-controlling
that self-analysis
acknowledged
or intent of est?
is potential mest, but is not the central meaning
the outset,
contingencies
is not what est
problem.
it
we do not understand
it. It is tempting to dismiss est
aspect of est here, because
out of hand for just this reason. Not doing so results from the fact that whatever
a collection
of self-control
impressive
to
in making
be
effective
have seen, and
unusually
to some of its trainees. Whether
itoften is effective in fact, we are
est may
be about,
as we
techniques
them available
not certain;
it contains
within
it as
it seems
that it sometimes
can be, we
and otherwise,
are. That
psychotherapy,
respectable
can in part be analyzed
which
itoperates
it is possibly
science, and as an intervention,
unusually
for our interest in it.What
else it is, is its business.
effective.
That
accounts
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70