Kurt Zadek Lewin

Only a few years ago one could observe, at least among German psychologists, a quite pessimistic mood. After the initial successes of experimental psychology in its early stages, it seemed to become clearer and clearer that it would remain impossible for experimental method to press on beyond the psychology of perception and memory to such vital problems as those with which psychoanalysis was concerned. Weighty 'philosophical' and 'methodological' considerations seemed to make such an undertaking a priori impossible.

Any planned social change will have to consider a multitude of factors characteristic for the particular case. The change may require a more or less unique combination of educational and organizational measures; it may depend upon quite different treatments or Ideology, expectation and organization. Still, certain general formal principles always have to be considered.

The valence of an object usually derives from the fact that the object is a means to the satisfaction of a need, or has indirectly something to do with the satisfaction of a need.

Theoretical psychology in its present state must try to develop a system of concepts which shows all the characteristics of a Gestalt, in which any part depends upon every other part. As we do not yet have the knowledge of facts which really suffices to determine this system of concepts and as, on the other hand, this knowledge of "facts" cannot be acquired without developing this system of concepts, there seems to be only one way open: to proceed slowly by tentative steps, to make decisions rather reluctantly, to keep in view always the whole field of psychology, and to stay in closest contact with the actual work of psychological research.

The life space... includes both the person and his psychological environment. The task of explaining behavior then becomes identical with (1) finding a scientific representation of the life space (LSp) and (2) determining the function (F) which links the behavior to the life space. This function (F) is what one usually calls a law... The novelist who tells the story behind the behavior and development of an individual gives us detailed data about his parents, his siblings, his character, his intelligence, his occupation, his friends, his status. He gives us these data in their specific interrelation, that is, as part of a total situation. Psychology has to fulfill the same task with scientific instead of poetic means.... The method should be analytical in that the different factors which influence behavior have to be specifically distinguished. In science, these data have also to be represented in their particular setting within the specific situation. A totality of coexisting facts which are conceived of as mutually interdependent is called a field. Psychology has to view the life space, including the person and his environment, as one field.

Planning starts usually with something like a general idea. For one reason or another it seems desirable to reach a certain objective, and how to reach it is frequently not too clear. The first step then is to examine the idea carefully in the light of the means available. Frequently more fact-finding about the situation is required. If this first period of planning is successful, two items emerge: namely, an ‘over-all plan’ of how to reach the objective and secondly, a decision in regard to the first step of action. Usually this planning has also somewhat modified the original idea. The next period is devoted to executing the first step of the original plan.

A goal can play an essential role in the psychological situation without being clearly present in consciousness.

In psychology one can begin to describe the whole situation by roughly distinguishing the person (P) and his environment (E). Every psychological event depends upon the state of the person and at the same time on the environment, although their relative importance is different in different cases.

Whatever is common to children of a given age is set up as the fundamental character of that age. The fact that three-year-old children are quite often negative is considered evidence that negativism is inherent in the nature of three-year-olds, and the concept of a negative age or stage is then regarded as an explanation for the appearance of negativism.

We know, since the theory of relativity at least, that empirical sciences are to some degree free in defining dynamical concepts or even in assuming laws, and that only a system as a whole which includes concepts, coordinating definitions, and laws can be said to be either true or false, to be adequate or inadequate to empirical facts. This "freedom," however, is a somewhat doubtful gift. The manifold of possibilities implies uncertainty, and such uncertainty can become rather painful in a science as young as psychology, where nearly all concepts are open and unsettled. As psychology approaches the state of a logically sound science, definitions cease to be an arbitrary matter. They become far-reaching decisions which presuppose the mastering of the conceptual problems but which have to be guided entirely by the objective facts.

[Satiation may spill over outside the specific task to structurally similar tasks) and may end up in an early] exhaustion of the occupational will.

The second experiment, with four leaders, makes possible a comparison of the authoritarianism and democracy of four different leaders, and the "laissez-faire" method of two different leaders. In two cases it is also possible to compare the same atmosphere, created by two different leaders with the same club. One other type of control seemed very important, the nature of the club activity, and the physical setting...

The scope of time ahead which influences present behavior, and is therefore to be regarded as part of the present life-space, increases during development. This change in time perspective is one of the most fundamental facts of development. Adolescence seems to be a period of particularly deep change in respect to time perspective. The change can be partly described as a shift in scope. Instead of days, weeks, or months, now years ahead are considered in certain goals. Even more important is the way in which these future events influence present behavior. The ideas of a child of six or eight in regard to his occupation as an adult are not likely to be based on sufficient knowledge of the factors which might help or interfere with the realization of these ideas. They might be based on relatively narrow but definite expectations or might have a dream or playlike character. In other words, "ideal goals" and "real goals" for the distant future are not much distinguished, and this future has more the fluid character of the level of irreality. In adolescence a definite differentiation in regard to the time perspective is likely to occur. Within those parts of the life-space which represent the future, levels of reality and irreality are gradually being differentiated.

Even if all the laws of psychology were known, one could make a prediction about the behavior of a man only if in addition to the laws, the special nature of the particular situation were known.

A successful individual typically sets his next goal somewhat but not too much above his last achievement. In this way he steadily raises his level of aspiration... The unsuccessful individual on the other hand, tends to show one of two reactions: he sets his goal very low, frequently below his past achievement... or he sets his goals far above his abilities.