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Integrative Psychological & Behavioral... Mar 2024In this article, the authors argue for a decolonial history of psychology that will assist in the creation of psychologies (and their histories) that are true to place...
In this article, the authors argue for a decolonial history of psychology that will assist in the creation of psychologies (and their histories) that are true to place and time. We briefly place contemporary history of psychology as being of service to hegemonic psychology, which has continued to enforce a coloniality of being, knowing, and doing. We outline some of its limitations in regard to individualism, neoliberalism, and the ideologies of the market. In contrast, we articulate a way to begin to reconceptualize a psychology and its history that may serve to honor and respect multiple ways of knowing and being. We offer examples of emergent approaches that are being created that are non-dualistic, non-WEIRD, and focused on lived experiences in particular places and settings. The authors are mindful of the limitations of offering superabundant examples of each point due to the length constraints that accompanied the invitation to submit this manuscript. We encourage interested readers to explore the references for additional nuances and examples of the main points.
Topics: Humans; Colonialism; Psychology, Social
PubMed: 37291446
DOI: 10.1007/s12124-023-09779-8 -
Perspectives on Psychological Science :... May 2016As early as 1783, the almost forgotten philosopher, metaphysicist, and psychologist Ferdinand Ueberwasser (1752-1812) designated himself "Professor für empirische...
As early as 1783, the almost forgotten philosopher, metaphysicist, and psychologist Ferdinand Ueberwasser (1752-1812) designated himself "Professor für empirische Psychologie und Logik" (professor of empirical psychology and logic) at the University of Münster, Germany. His position was initiated and supported by the minister and educational reformer Franz von Fürstenberg (1729-1810), who considered psychology a core scientific discipline that should be taught at each school and university. At the end of the 18th century, then, psychology seems to have been on the verge of becoming an independent academic discipline, about 100 years before Wilhelm Wundt founded the discipline's first official laboratory. It seems surprising that Ueberwasser's writings-including a seminal textbook on empirical psychology-have been almost entirely overlooked in most historical accounts. We focus on this important founding moment of psychological science and on the circumstances that eventually brought this seminal development to a halt.
Topics: Education, Medical; Germany; History, 18th Century; Humans; Psychology
PubMed: 27217252
DOI: 10.1177/1745691616635601 -
Der Nervenarzt Aug 1950
Topics: Humans; Psychology
PubMed: 14780322
DOI: No ID Found -
Studies in History and Philosophy of... Jun 2012In this introductory article, we provide a historical and philosophical framework for studying crisis discussions in psychology. We first trace the various meanings of...
In this introductory article, we provide a historical and philosophical framework for studying crisis discussions in psychology. We first trace the various meanings of crisis talk outside and inside of the sciences. We then turn to Kuhn's concept of crisis, which is mainly an analyst's category referring to severe clashes between theory and data. His view has also dominated many discussions on the status of psychology: Can it be considered a "mature" science, or are we dealing here with a pre- or multi-paradigmatic discipline? Against these Kuhnian perspectives, we point out that especially, but not only in psychology distinctive crisis declarations and debates have taken place since at least the late 19th century. In these, quite different usages of crisis talk have emerged, which can be determined by looking at (a) the content and (b) the dimensions of the declarations, as well as (c) the functions these declarations had for their authors. Thus, in psychology at least, 'crisis' has been a vigorous actor's category, occasionally having actual effects on the future course of research. While such crisis declarations need not be taken at face value, they nevertheless help to break the spell of Kuhnian analyses of psychology's history. They should inform ways in which the history and philosophy of psychology is studied further.
Topics: History, 19th Century; History, 20th Century; Humans; Philosophy; Psychological Theory; Psychology
PubMed: 22520191
DOI: 10.1016/j.shpsc.2011.11.001 -
Physis; Rivista Internazionale Di... 2006This paper examines the history of psychology in Germany. It directs attention to the salient role played by examination regulations in the development of psychology. To...
This paper examines the history of psychology in Germany. It directs attention to the salient role played by examination regulations in the development of psychology. To highlight this, the term "discipline" is employed not as a synonym of "science" but according to its original meaning, as denoting a social entity consisting of teachers, disciples, more or less canonised subject matters, examinations, and resulting changes of the social status of the examinee. In the early nineteenth century a succession of state rescripts and regulations introduced to university curricula an examination subject named psychology, thereby making psychology an obligatory subject of university lectures, and creating a discipline of psychology next to the science of psychology. The two were far from being identical. This situation, thus far neglected in historiography, profoundly influenced the further development of psychology in Germany.
Topics: Germany; History, 16th Century; History, 17th Century; History, 18th Century; History, 19th Century; History, 20th Century; Psychology
PubMed: 19569431
DOI: No ID Found -
Zeitschrift Fur Experimentelle Und... 1971
Topics: Indonesia; Psychology
PubMed: 5123072
DOI: No ID Found -
The American Psychologist 2022Cold War interrogation scholarship generated a research literature that included many prominent 20th century psychologists. The return of Korean War prisoners, many of...
Cold War interrogation scholarship generated a research literature that included many prominent 20th century psychologists. The return of Korean War prisoners, many of whom had confessed falsely or otherwise collaborated with the enemy during confinement, amplified the intense anti-Communist fears of the Cold War. These events prompted substantial military and other government responses. Many scholars in psychology committed their time, scholarship, and expertise to the protection of United States military personnel in the event of capture. In this article, we reconstruct some of these efforts, connecting them to psychologists' involvement in the more recent War on Terror. We argue that a critical historical awareness of these connections can help contemporary students, scholars, and practitioners of psychology to develop greater critical reflexivity about their work and its impact on society and to avoid unethical research and the potential misappropriation of psychological science to unethical ends. (PsycInfo Database Record (c) 2022 APA, all rights reserved).
Topics: Government; History, 20th Century; Humans; Military Personnel; Morals; Prisoners; Psychology; Societies; United States
PubMed: 35025550
DOI: 10.1037/amp0000761 -
Journal of the History of the... 2006In just three generations, American psychology grew from a fledgling science to a culturally authoritative discipline. Standard accounts of psychology's meteoric rise...
In just three generations, American psychology grew from a fledgling science to a culturally authoritative discipline. Standard accounts of psychology's meteoric rise typically omit what most needs to be illuminated: the resonance between psychological theory and the symbolic universe underlying America's popular religious imagination. This article sketches a cultural history of American psychology by examining how many of its core concepts invoke a metaphysical horizon associated with the nation's heritage of unchurched spirituality.
Topics: History, 19th Century; History, 20th Century; Humans; Imagination; Psychological Theory; Psychology; Religion and Psychology; Symbolism; United States
PubMed: 16817180
DOI: 10.1002/jhbs.20170 -
The American Psychologist 2011Global climate change poses one of the greatest challenges facing humanity in this century. This article, which introduces the American Psychologist special issue on...
Global climate change poses one of the greatest challenges facing humanity in this century. This article, which introduces the American Psychologist special issue on global climate change, follows from the report of the American Psychological Association Task Force on the Interface Between Psychology and Global Climate Change. In this article, we place psychological dimensions of climate change within the broader context of human dimensions of climate change by addressing (a) human causes of, consequences of, and responses (adaptation and mitigation) to climate change and (b) the links between these aspects of climate change and cognitive, affective, motivational, interpersonal, and organizational responses and processes. Characteristics of psychology that cross content domains and that make the field well suited for providing an understanding of climate change and addressing its challenges are highlighted. We also consider ethical imperatives for psychologists' involvement and provide suggestions for ways to increase psychologists' contribution to the science of climate change.
Topics: Climate Change; Environment; Humans; Interdisciplinary Studies; Psychology; Science
PubMed: 21553950
DOI: 10.1037/a0023220 -
The American Psychologist Sep 2014The National Standards for High School Psychology Curricula (American Psychological Association, 2013b) require a teacher with considerable psychology content knowledge...
The National Standards for High School Psychology Curricula (American Psychological Association, 2013b) require a teacher with considerable psychology content knowledge to teach high school psychology courses effectively. In this study, I examined the initial teaching credential requirements for high school psychology teachers in the 50 states plus the District of Columbia. Thirty-four states (the District of Columbia is included as a state) require the social studies credential to teach high school psychology. An analysis of the items on standardized tests used by states to validate the content knowledge required to teach social studies indicates little or no presence of psychology, a reflection of psychology's meager presence in the social studies teacher preparation curricula. Thus, new teachers with the social studies teaching credential are not prepared to teach high school psychology according to the National Standards. Approval of The College, Career, and Civic Life (C3) Framework for Social Studies State Standards: Guidance for Enhancing the Rigor of K-12 Civics, Economics, Geography, and History (National Council for the Social Studies, 2013) presents an opportunity to advocate for establishing a psychology credential in the 34 states.
Topics: Credentialing; Curriculum; Faculty; Humans; Psychology; Schools; United States
PubMed: 24911050
DOI: 10.1037/a0036574