A PSYCHOBIOGRAPHICAL STUDY OF JOHN HENRY NEWMAN by Gregory Paul Mitchell Submitted in partial fulfilment of the requirements for the degree of Magister Artium in Clinical Psychology in the Faculty of Health Sciences at the Nelson Mandela Metropolitan University March 2014 Supervisor: Prof. J. G. Howcroft ii Acknowledgments To live is to change, and to be perfect is to have changed often (Newman, 1845/1878, p. 41). Growth, the only evidence of life (Newman, 1854/1959, p. 6). Throughout the course of my studies, and particularly the completion of this research project, the growth I have experienced has been made possible by the support and assistance I have received from many individuals. I would like to express my sincere gratitude and appreciation to: Almighty God, to whom this and all my work is offered. Ad maiorem Dei gloriam. My parents and family, for my education and the opportunities they have provided for me in my life. Their support (in all forms) and love has made any achievements possible and therefore theirs as well. My Oratorian brothers, for allowing me this opportunity of furthering my studies and for their support over the last two years. Thank you particularly to Fr. Lewis Berry C.O. and Bro. Michael Theron C.O. for their insights and invaluable assistance. My classmates, for sharing the amazing experience of 2012-2013, especially Noëlle Moore who shared the experience of psychobiographical research. The NMMU Department of Psychology for their Masters programme and especially Prof. Louise Stroud for encouraging me in the field of psychobiographical research. The financial assistance of the National Research Foundation (NRF) towards this research is hereby acknowledged. Opinions expressed and conclusions arrived at are those of the author and are not necessarily to be attributed to the NRF. Finally, and most particularly, my supervisor, Prof. Greg Howcroft, for his valuable time, guidance and patience. His wisdom and experience have been a continual source of encouragement and the necessary challenge to produce this work. iii Table of Contents Acknowledgments ii Table of Contents iii List of Tables x List of Figures xi List of Appendices xiii Abstract xiv Chapter One: Introduction and Problem Statement 1 Chapter Preview 1 General Orientation to the Research Study 1 Research Context and Problem Statement 1 Primary Aim of the Research Study 4 The Researcher’s Personal Passage 4 Overview of the Study 7 Conclusion 7 Chapter Two: The Life of John Henry Newman 8 Chapter Preview 8 Beginnings 8 Childhood 8 Ealing and initial conversion 11 Up to Oxford: the young evangelical 15 The Oriel fellowship 18 iv Anglo-Catholicism 25 The Movement 25 Doubts 27 Crisis 29 Littlemore 30 Present position of Catholics in England 33 Newman the Roman Catholic 34 From Oxford to Rome 34 The Oratory 36 An educated laity 39 The quiet years 41 A history of opinions 43 Oxford again? 44 Grammar of Assent and the Vatican Council 46 The cardinal: ‘last things’ 47 Cause for Canonisation 48 Conclusion 52 Chapter Three: Psychobiography and Hagiography 54 Chapter Preview 54 A Brief History of Psychobiographical Research 54 Psychobiography within the Qualitative Research Paradigm 60 Case studies 62 Psychobiography and Hagiography 66 Hagiography 66 v Psychohagiography 70 Conclusion 73 Chapter Four: Erikson’s Theory of Psychosocial Development 75 Chapter Preview 75 Influences and Origins 75 The Epigenetic Principle 76 Stage of Psychosocial Developmental Crises 80 Birth to one year old: ‘Can I trust the world?’ 80 Two to three years old: ‘Can I control my own behaviour?’ 82 Four to six years old: ‘Can I become independent of my parents and explore my limits?’ 85 Seven to twelve years old: ‘Can I master the skills necessary to survive and adapt?’ 88 Twelve to eighteen years old: ‘Who am I? What are beliefs, feelings and attitudes?’ 90 Young adulthood: ‘Can I give fully of myself to another?’ 93 Middle adulthood: ‘What can I offer succeeding generations?’ 96 Maturity: ‘Have I found contentment and satisfaction through my life’s work and play?’ 99 The Ninth Stage: The Life Cycle Completed 102 Optimal Development and Virtues 103 Erikson and the ‘Spiritual’ 105 Fowler’s stages of faith development 107 Masculine and feminine modes 109 vi Religious and spiritual experience and optimal development 110 Critique of Erikson’s Theory 112 Conclusion 113 Chapter Five: Research Methodology 114 Chapter Preview 114 Research Design 114 Preliminary Methodological Considerations 115 Analysing an absent subject 115 Researcher bias 117 Reductionism 118 Cross-cultural differences 119 Validity and reliability criticism 119 Trustworthiness 120 Construct validity 121 Internal validity 121 External validity 121 Reliability 122 Easy genre and elitism 122 Infinite amount of biographical data 123 Inflated expectations 123 The Psychobiographical Subject 124 Data Collection 125 Data Extraction and Analysis 127 Alexander’s model 127 vii Schultz’s keys to identifying prototypical scenes 130 McAdam’s ‘identity as life story’ 131 Case descriptions and conceptual framework 131 Ethical Considerations 134 Conclusion 134 Chapter Six: Research Findings and Discussion 136 Chapter Preview 136 Conceptual Outline for the Presentation and Discussion of Findings 136 Trust versus Mistrust 137 Trust 138 Sensory Distortion 139 Mistrust 139 Withdrawal 140 Hope 141 Autonomy versus Shame and Doubt 142 Autonomy 143 Impulsivity 145 Shame and doubt 146 Compulsion 147 Will 148 Initiative versus Guilt 149 Initiative 150 Ruthlessness 151 Guilt 152 viii Inhibition 153 Purpose 154 Industry versus Inferiority 155 Industry 155 Narrow virtuosity 156 Inferiority 157 Inertia 158 Competence 159 Identity versus Role Confusion 160 Identity 161 Fanaticism 164 Role confusion 165 Repudiation 166 Fidelity 167 Intimacy versus Isolation 168 Intimacy 169 Promiscuity 171 Isolation 172 Exclusivity 174 Love 174 Generativity versus Stagnation 177 Generativity 178 Overextension 180 Stagnation 181 Rejectivity 182 ix Care 183 Integrity versus Despair 185 Integrity 186 Presumption 188 Despair 188 Disdain 189 Wisdom 190 The Ninth Stage: The Life Cycle Completed 192 Discussion 194 Conclusion 197 Chapter Seven: Conclusions, Limitations and Recommendations 198 Chapter Preview 198 The Purpose of the Study Revisited 198 The Limitations of the Study and Recommendations for Future Research 200 The psychobiographical case study method 200 The psychobiographical subject 202 The conceptual model 204 The Value of the Study 206 Conclusion 207 References 209 x List of Tables Table 1: Three Traditional Emphases in Personality Research 63 Table 2: Erikson’s Stages of Psychosocial Development 79 Table 3: Basic and Secondary Virtues 104 Table 4: Manifestation of Maladaptations and Malignancies 106 Table 5: Correlation of Life Stages and Ritual Elements 107 Table 6: Eight “Big Tent” Criteria for Excellent Qualitative Research 116 Table 7: W. T. Schultz’s Keys to Identifying ‘Prototypical Scenes’ 132 xi List of Figures Figure 1. Cardinal Newman blue plaque (2013) 10 Figure 2. Ealing School (1855) 12 Figure 3. Young Mr. Newman (c. 1822) 19 Figure 4. John Henry Newman (1824) 19 Figure 5.Oriel College, front quad, Oxford, Oxfordshire (1897) 21 Figure 6. University Church of St. Mary the Virgin, Oxford (2011) 22 Figure 7. Mediterranean Voyage (1916) 24 Figure 8. Newman’s College, Littlemore (2007) 31 Figure 9. John Henry Newman (1844) 32 Figure 10. Newman asks to be received by Dominic Barbari (2001) 32 Figure 11. Ambrose St John and John Henry Newman at Propaganda (1847) 35 Figure 12. Birmingham Oratory, Hagley Road (2007) 38 Figure 13: Portrait drawing of the very Rev. John Henry Newman, later Cardinal Newman (1875 or earlier) 40 Figure 14. Newman House, St Stephen’s Green, Dublin (2007) 40 Figure 15. Newman’s private chapel in the Birmingham Oratory (1985) 41 Figure 16. Newman’s desk in the Birmingham Oratory (1985) 41 xii Figure 17. Newman and his confreres at Birmingham (1878) 44 Figure 18. Dr Newman and Father Ambrose (c. 1860) 46 Figure 19. Father Ambrose St John (c. 1865) 46 Figure 20. John Henry Cardinal Newman (1881) 47 Figure 21. John Henry Newman (1890) 47 Figure 22. Grave of John Henry Newman at Rednal (2010) 49 Figure 22. Beatification Mass of John Henry Newman (2010) 52 xiii List of Appendices Appendix A: John Henry Newman – A Brief Chronology 231 Appendix B: Detailed List of Figures 235 xiv Abstract This study is a psychobiographical study, aiming to explore and describe the life of John Henry Newman (1801-1890), a theologian, priest, and cardinal of the Roman Catholic Church, through the application of Erik Erikson’s theory of Psychosocial Development. Newman is a significant figure in the English-speaking Christian world and his life and thought remains of interest and importance, particularly in the fields of philosophy, theology, ecclesiology and education. Newman was beatified in 2010 and therefore this study also considers the hagiographical nature of biographical data. This study utilises a qualitative single case study approach and the subject was selected through purposive sampling based on interest value. Data were collected from primary and secondary sources to enhance validity. The data were analysed by organising and reducing information obtained regarding Newman’s life and then displaying it for discussion. The study considers Newman’s life, reconstructed from birth, through adolescence and adulthood to his death and also considers his posthumous legacy. The main themes of discussion revolve around Newman’s development of his religious identity and his life as a churchman and an academic. It considers how a psychosocially functional individual such as Newman manifests certain dystonic, maladaptive or malignant tendencies such as doubt, shame, guilt and overextension, and how these impact the formation of religious identity and the experience of God and the spiritual life. Basic trust, celibate intimacy and generativity emerged as three significant areas of importance in the Newman’s life and identity. The study highlighted the value of psychobiographical studies and of Erikson’s theory in understanding development.