I think the statement below is very lopsided. Rather than suggest a percentage 
I think it may be more informative to ask which aspects of Freud's 
theories are still taught, if for nothing else but their historical value in 
the evolution of some modern concepts. 

For example, I teach quite a bit about Freud's ideas about repression in 
memory, and about consciousness, because these are two ideas into which we 
still invest much energy in psychology in general. Since I generally teach all 
my classes with some historical background so students can see which paths 
have been taken and abandoned and which paths have been taken and pursued 
further so they can understand the questions we ask now, in some context, then 
teaching several aspects of Freud's work is important. Freud's work is also 
good to show how science is an evolving construct based on testing and 
retesting. Finally, I think he gave clinical psychology a jump start, 
regardless of whether we want to believe much of any of this hypotheses these 
days or not. The sheer interest in some researchers wanting to show that 
support for his ideas is poor has generated much new and useful knowledge for 
all of us.

So, bottom line, I disagree with the second part of the statement below, with 
my N=1 support is 0% :-)

My early morning take on this discussion.

Annette

Quoting Paul Okami <[EMAIL PROTECTED]>:

> I now have a related question to ask:  Approximately what percentage of
> psychologists would agree with this statement:
> 
> "There is basically little or no evidence supporting the theories of Sigmund
> Freud, and indeed, his ideas have become more or less irrelevant to
> contemporary psychology."
> 
> Anyone like to hazard a guess?
> 
> Paul Okami
> 
> 
> 
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Annette Kujawski Taylor, Ph. D.
Department of Psychology
University of San Diego 
5998 Alcala Park
San Diego, CA 92110
[EMAIL PROTECTED]

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