In these concluding remarks, I revert to the quote from Koffka (1935) given in the Introduction: “Writing a book is a social act. What good can society, or a small fraction of it, at best, derive from it? How have I attempted to meet this challenge in the small fraction of society for which projective techniques are relevant?”

First, I wanted to call attention to a way of teaching the projective tests, which involves the student both intellectually and emotionally. Whether we like it or not, all of us experience a peculiar quickening of interest when material is directly relevant to our own lives. While scientific reporting exemplifies par excellence the lack of personal involvement, some aspects of the human condition, particularly ...

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