Eidetic Imagery and Typological Methods of Investigation: Their Importance for the Psychology of Childhood, the Theory of Education, General Psychology, and the Psychophysiology of Human Personality

AFTER what has been said about psychological methods above, it will be understood why a leading psychiatrist, O. Bumke, believes that he can find more points of contact with the 'humanistic' psychology of E. Spranger, who is of the Dilthey school, than with experimental psychology, which, he thinks, has reached the limits of its usefulness.² The psychiatrist, like the exponent of 'humanistic' psychology, is always concerned with an individual as a whole, and with different human types, which emerge under such a treatment. Certain deficiencies of experimental psychology, which clung to it in the beginning when its methods were still to a large extent modelled on those of the inorganic sciences, would therefore be noticed most by him. Such deficiencies, from his

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