Abstract
Using transactional analysis models of ego states (Berne 1961, 1964), the author proposes a typology of scientists and diagrams twelve types based on integrated ego states, contaminated Adult, and single ego state with dual exclusion. The typology is presented as the latest in what could be called the psychology of science, whose exemplars include Thomas Kuhn (1962/2012) and Abraham Maslow (1969). Psychology of science is differentiated from philosophy and theory of science, and existing research into the personality of scientists is explored. Of major importance is the apparent divide between scientist and practitioner in clinical and counselling psychologies. 
 Based on Feyerabend’s (1970) infamous quip about science that “anything goes”, the author shows how using a proposed transactional analysis of scientist types, Feyerabend’s comment can be understood three ways—Parent: “Scientists shouldn’t be so serious”; Adult: “It seems that anything goes”; and Child: “No rules!” It is only in their integration (P – A – C) that Feyerabend’s meaning can be understood. So, too, for the psychological practitioner, whose practice cannot be divorced from its scientific foundations. The author concludes by using the proposed typology to suggest how the same typology applied to practitioners may explain their responses to research.
Highlights
Philosophy of Science and Psychology of Scientists Philosophers and scholars have been arguing about knowledge since the beginning of recorded history, probably earlier
The typology has been developed by the author using the model of ego states and methods of analysis as they have been outlined by Eric Berne in his work on TA (Berne, 1961, 1964)
The typology developed by this author has been of scientists, the readers of this journal are more likely to be practitioners, albeit that the current professional norm has become researcher/ practitioner
Summary
Philosophy of Science and Psychology of Scientists Philosophers and scholars have been arguing about knowledge since the beginning of recorded history, probably earlier. Feist (1994) interviewed 99 full professors of physical and human sciences at prominent research universities, and found that scientists who think complexly (their word) about research are hostile and exploitative, whereas scientists who think complexly about teaching (i.e., practice) are warm and gregarious This divide can be seen in the reception of Rogers’ voluminous contributions to psychological science: practitioners were ambivalent about what were, to Rogers, his biggest scientific contributions; and psychological scientists were ambivalent about his contributions to therapy (excluding him from a list of scientific contributions). The typology has been developed by the author using the model of ego states and methods of analysis as they have been outlined by Eric Berne in his work on TA (Berne, 1961, 1964) This tool will be useful for interpreting claims made about the practice of science, claims that would otherwise be ambiguous. They are: 1. Integrated Parent, Adult, Child (with variations in emphasis) (n=1)
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