- Career Highlights
- Ed.D., Harvard University
- Ph.D., New York University
- Clinical psychologist, organizational consultant, and mediator
- Cofounder of the Independent School of Buffalo
- Director, Institute of Media Research
- Member, board of trustees, Waldorf School of Lexington
In Their Own Words
"Over the years I've written quite a few letters of recommendations for students, all the way from law school to philosophy to medical training. Berklee students can take off and go in a number of directions."
"It's true that you can generalize from African drumming to Indian drumming or to Irish bodhran drumming. But liberal arts courses teach generalizable skills that can be applied in every area of the student's life. There are skills of reasoning, problem-solving, learning how to write and express oneself, and generally how to understand the human drama a little more deeply. That's really my concern. I'm not concerned that the students know in which century Plato lived, necessarily, nor that they remember the name of The Republic. What is important is that they develop some kind of sense that human beings have been thinking for a long time about the same issues, and have come up with different solutions depending on the time and history. And that they come away with increased understanding of themselves as human beings caught up in this human drama."
"Mine is a psychological orientation as opposed, let's say, to a historical or a sociological one. I'm always focused on the individual, on the deeper questions of motive."
"I play the guitar and the harmonica, and I do some hand drumming. I'm very interested in the brain and the way in which music tends to stimulate the right hemisphere as opposed to the left hemisphere. I see music not only from the standpoint of its incredible aesthetic and emotional appeal. It's a fascinating part of the human experience and has been around, as far as we know, just about forever. And there's a reason for that. Music is important. So I feel at home teaching at Berklee."