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More oxford books @ www.OxfordeBook.comFore more urdu books visit www.4Urdu.comLOVE IS EXCEPTION MAKING 233Miss Rand entered the room and sat down, an awed hush fell overmost of the people who were gathered,” remembered the psychologistAlbert Ellis, the founder of rational emotive behavior therapy (REBT).Ellis’s therapeutic technique was based on rational examination andunderstanding of emotions. He proposed a debate with Brandenafter hearing about Objectivism from many of his clients. The debatewas a raucous affair, with Rand shouting from the sidelines and theObjectivist audience clapping for Branden and booing Ellis. AfterwardEllis was deeply disturbed. A year later he published a slashing attackon Rand and Branden, Is Objectivism a Religion? Even those friendly toObjectivism were disconcerted by the NBI lectures. Before their break,John Hospers sent Rand an unusually frank letter describing his experience:“I felt as if I were in a strange church where I didn’t belong,where all the other people were singing the chants they were expectedto and only I did not conform, and where to deny a single thing wasconsidered heresy. . . . And the attitude of the audience in the lecturehall shocked me even more. Rational? Good heavens—an Army of theFaithful, repeating the same incantations and asking questions onlyabout details or applications, never questioning the tenets of the TrueFaith.” 46But this was as Rand wanted it, she responded angrily to Hospers.In her letter she exhibited a striking contempt for those who showedthe most interest in her philosophy. “Through all the years that I spentformulating my philosophical system, I was looking desperately for‘intelligent agreement’ or at least for ‘intelligent disagreement,’ ” she toldHospers. “Today, I am not looking for ‘intelligent disagreement’ any longer,and certainly not from children or amateurs.” In other parts of theletter she called participants in her classes “weaklings” and denied, predictably,that she should have any concern for their interests. She arguedthat neither she nor Branden should be expected to present themselvesas “uncertain” for the benefit of her students: “If you think that our certaintywill intimidate the poor little ‘social metaphysicians’ what do youthink our uncertainty would do to them? Would it make them thinkindependently?” 47 Rand was oblivious to the idea that presenting multiplesides of an issue might stimulate students to independently measureand evaluate the validity of each option, thereby exercising their reasonand arriving at their own, individual conclusions.