THE longer I live and the more tolerant I grow, the more convinced I become that the universe I live in is a pluralistic one and that it takes all types and conditions to make a world and particularly a scientific world. Nevertheless, I cannot claim that I have completely outgrown every bit of my infantile egocentrism so that the models by means of which I conduct my daily professional business, whether of teaching, treating or investigating, tend to be idiomatic and pervaded with personal attributes and feelings. What I have to say, therefore, about research will bear the mark of my bias. I would like this consideration to be kept in mind during the presentation of these comments when any seemingly deviant ideas make their appearance.
One's attitude to research is closely linked with the hopes and expectations that one has for one's discipline. Depending on this, the
Anthony EJ. Research as an Academic Function of Child Psychiatry. Arch Gen Psychiatry. 1969;21(4):385–391. doi:10.1001/archpsyc.1969.01740220001001
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