Rogers's long career as an educator brought him into contact with thousands of students who were deeply affected by his courses and went on to spread his ideas and methods. Many of his classes at the University of Chicago (1945-1957), for example, regularly attracted hundreds of students who came from across the world to study with him. An active speaker at educational conventions, conferences, and meetings, he addressed and conducted demonstration therapy and encounter-group sessions before hundreds of thousands of participants throughout his career. (来源：英语学习门户网站EnglishCN.com)

　　Beyond his personal impact as author, educator, and model, Rogers also was active in the politics of the helping professions. Among many offices and editorships held, he was New York State chairman and national Executive Committee member of the American Association of Social Workers, vice-president of the American Orthopsychiatric Association, the first president of the American Academy of Psychotherapists, and president of the American Psychology Association, which he helped reorganize in 1945. In 1963 he helped found the Association for Humanistic Psychology, while declining the offer to serve as its first president.

　　Recognition of his contributions in turn helped spread Rogers's work and testified to its importance. He received the American Psychology Association's Distinguished Scientific Contribution Award the first year it was given and in 1972 became the only person ever to receive both that award and the association's Distinguished Professional Contribution Award. His honorary degrees from universities around the world, guest professorships, and other awards are far too numerous to cite here.

　　Beyond the scope of his activities, equally important in contributing to Rogers's influence were his longevity and stamina. For fifty-nine years, from the time he began practicing psychology in 1928 to his death in 1987, he was an active professional. His first article (Rogers and Carson) appeared in 1930. Mentally and physically alert even in his eighties, he kept up an impressive schedule of lectures, workshops, writing, and travel.

　　Nevertheless, while a vast number of professionals in the fields of psychology, psychotherapy, education, counseling, social work, ministry, medicine, and other professions credit Carl Rogers as one of the most influential teachers and models in their careers and in many cases their lives, an equally impressive number would minimize or even criticize Rogers's contribution. Although his work is not held in high esteem in most academic settings, it continues to have a significant impact in the real world. This is evident in separate articles reported in theJournal of Counseling Psychology (Heesacker et al., 1982) and the American Psychologist (Smith, 1982). In the former journal, an investigation of "authors and specific articles and books . . . that have stood the test of time and are still influencing the field" ranked Rogers first in a group of major contributors. In the latter periodical, a questionnaire was sent to a random sample selected from Division 1 (Clinical Psychology) and Division 17 (Counseling Psychology) of the American Psychology Association. The survey results list the "Ten Most Influential Psychotherapists," and again Rogers is ranked first.

　　Ironically, although Rogers influenced and continues to influence the lives of millions of individuals treated in professional settings around the world, the public, by and large, would not even recognize his name. Rogers never sought wide publicity or fame. As much as he enjoyed his growing impact, he never consciously wrote for the "pop psychology" market. When one of his books, On Encounte