 Around this time, Popper’s interest in the scientific character of psychology was still bound to the notion that induction is the empirical method of the natural sciences (ter Hark 2002, and Gattei 2004, 453). He developed his interest in psychology in his second thesis, on the method of cognitive psychology, of 1928 (the first was on the inductive basis of pedagogy). Popper argued against Schlick’s views rejecting the reciprocal interaction between body and mind: physicalism was impractical and psychophysical parallelism empirically unverifiable. The choice between Schlick’s physicalism and Bühler’s pluralism was not logically decidable. Psychology was better off autonomous, discovering empirically new laws and phenomena that only subsequently might or might not prove reducible to material interpretation. Moreover, he was primarily concerned with his own epistemological project, descriptive and regulative, regarding the production of scientific knowledge. Popper reasoned by analogy with Bühler’s problem regarding language: Gestalt psychology was too narrow to establish the conditions of possibility of cognitive psychology and the logic of intellectual structures. He was further interested in the Viennese Otto Selz’s holistic and functional notion of ‘total task’, based on a psychological mechanism of trial and error (this notion would inspire not only Popper’s pedagogy, but elements of his scientific methodology of hypotheses and falsification, conjectures and refutations). His heart and mind were set against the sufficiency of Gestalt psychology.