History & Philosophy of Psychology最新文献

{"title":"Contextualising the Concept of the Basic Emotion: An Historical Examination of the Theories of Alexander Bain and Herbert Spencer","authors":"A. Kennedy","doi":"10.53841/bpshpp.2012.14.2.36","DOIUrl":"https://doi.org/10.53841/bpshpp.2012.14.2.36","url":null,"abstract":"Much Psychological research into affect, both historically and currently, focuses on examining emotions in terms of how basic or fundamental they are to human behaviour. This paper will present an historical examination of the idea of basic emotions by describing the views of two of the major theorists of the mid-nineteenth century, Alexander Bain and Herbert Spencer. It will examine the debate between them in order to illustrate how different constructions of the concept of basic emotions are produced and will conclude that these are contingent on particular theorists’ views about the most salient or prominent aspects of human emotional states and, further, are subject to influence from particular social and academic assumptions of the time.","PeriodicalId":123600,"journal":{"name":"History & Philosophy of Psychology","volume":"342 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133523999","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Psychiatry as Interprefaction Review ofMaking minds and madness: From hysteria to depression","authors":"M. Borch-jacobsen","doi":"10.53841/bpshpp.2011.13.1.63","DOIUrl":"https://doi.org/10.53841/bpshpp.2011.13.1.63","url":null,"abstract":"Introduction: making psychiatric history (questions of method) Part I. Microhistories of Trauma: 1. How to predict the past: from trauma to repression 2. Neurotica: Freud and the seduction theory 3. A black box named 'Sybil' Part II. Fragments of a Theory of Generalized Artifact: 4. What made Albert run? 5. The Bernheim effect 6. Simulating the unconscious Part III. The Freudian Century: 7. Is psychoanalysis a fairy-tale? 8. Interprefactions: Freud's legendary science (in collaboration with Sonu Shamdasani) 9. Portrait of the psychoanalyst as a chameleon Part IV. Market Psychiatry: 10. Science of madness, madness of science 11. The great depression 12. Psychotherapy today 13. Therapy users and disease mongers.","PeriodicalId":123600,"journal":{"name":"History & Philosophy of Psychology","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130391062","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Emergence of Clinical Psychology in Britain from 1943 to 1958 Part II: Practice and Research Traditions","authors":"J. Hall","doi":"10.53841/bpshpp.2007.9.2.1","DOIUrl":"https://doi.org/10.53841/bpshpp.2007.9.2.1","url":null,"abstract":"This paper considers the range of practice and research traditions in clinical psychology that developed in Britain from 1943 to around 1958, and the contexts in which they arose. The earliest and for many years the largest identifiable tradition was that of mental hygiene and child guidance, influenced by the educational background of many psychologists. Three different groups worked at the Institute of Psychiatry in London, representing the influence of Hans Eysenck, Monte Shapiro, and those working at the Medical Research Council Social Psychiatry Unit. A number of the principal investigators at the last Unit (Jack Tizard and Neil O’Connor) worked in the learning disability and autism fields, and so collaborated with the Clarkes at Epsom and Herbert Giinzburg in Birmingham. The two other adult mental health traditions, of the Crichton Royal at Dumfries, and the Tavistock Clinic in London, illustrate very different approaches to both training and practice in this field. The neuropsychology field, led by Oliver Zangwill from Cambridge, was the only other client-group speciality identifiable at that time. Many psychologists worked away from these centres, and the story of this period is of slow development away from London, with more diverse research activity than is often assumed. The influence of key protagonists is discussed, including the role of different groups of doctors in promoting clinical psychology. Opportunities for further and more critical research in this field are outlined.","PeriodicalId":123600,"journal":{"name":"History & Philosophy of Psychology","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130626722","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Struggle for the soul. Review ofPsychology, Religion, and the Nature of the Soul: A Historical Entanglement","authors":"","doi":"10.53841/bpshpp.2011.13.2.55","DOIUrl":"https://doi.org/10.53841/bpshpp.2011.13.2.55","url":null,"abstract":"","PeriodicalId":123600,"journal":{"name":"History & Philosophy of Psychology","volume":"275 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134209215","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using dialectic debates to enhance innovative teaching of Conceptual and Historical Issues in Psychology","authors":"L. Nyatanga, C. Howard","doi":"10.53841/bpshpp.2015.16.1.27","DOIUrl":"https://doi.org/10.53841/bpshpp.2015.16.1.27","url":null,"abstract":"An enormous amount of research and debate on innovative teaching and learning strategies has gone on over the last three decades (e.g. The Higher Education Academy (HEA), 2013; Dearnley, McClelland & Irving, 2013; Hannan, English & Silver, 1999, 2000). HEA rightly champions excellence in innovative teaching and learning across the higher education sector. The Higher Education Funding Council for England (HEFCE) takes a monitoring role with the aim of ensuring that all higher education (HE) students benefit from a high-quality learning experience that fully meets their needs and the needs of society. The critical issue is not so much about governing bodies and frameworks, rather it is about the individual tutor’s enthusiasm and how such enthusiasm can inspire active learning. It is also worth recognising that some topics, such as Conceptual and Historical Issues in Psychology (CHIP) can be potentially boring. Such topics require enthusiastic tutors with innovative approaches to teaching and learning. The CHIP module delivered at the University of Derby uses dialectic debates to enhance students’ learning experience. No assumption is made here that dialectic debates are the only innovative approach as other papers in this volume show. We chose dialectic debate because of its potential for interactivity and critical thinking. The dialectic method (dialectics) has its roots in philosophy (e.g. Hegelian dialectic) where it encouraged critical analysis of propositions, counter-propositions and the synthesis of new insights. For dialectic debates to succeed the teaching and learning strategy has to be very different from traditional didactic approaches. For example, trying to be interactive by simply asking questions may end up with uncomfortable silence as students may not be actively engaging with the course material. To create the atmosphere and aura of the dialectic debate both authors undertake team teaching with the specific aim of giving students thesis and antithesis. Students on the CHIP module are very familiar with two tutors presenting a lecture based on its thesis and antithesis.This approach builds on to include at least one dialectic debate given by the whole module teaching team. This is used as an example which is then followed in subsequent weeks by student’s own dialectic debates. So far this has been the most successful and enjoyable learning experience as stated by students themselves. This paper will briefly look at the monitoring role of HEFCE in relation to innovative teaching and learning. Attention will then turn to the nature and use of dialectic debate as part of the innovative approach to teaching CHIP at the University of Derby. An example of the typical CHIP module as it is run at the University of Derby will be offered including some of the essential guides shared by students and teaching staff.","PeriodicalId":123600,"journal":{"name":"History & Philosophy of Psychology","volume":"89 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131785417","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"William Boyd and the Research Committee of the Educational Institute of Scotland in the 1920s","authors":"Caroline E. Brett, M. Lawn, I. Deary, D. Bartholomew","doi":"10.53841/bpshpp.2010.12.2.49","DOIUrl":"https://doi.org/10.53841/bpshpp.2010.12.2.49","url":null,"abstract":"This paper discusses evidence for a unique vision to involve teachers in educational research in Scotland by the Educational Institute of Scotland in the 1920s through the work of its Research Committee. Led by William Boyd, the Committee thought that involvement in research was a crucial stepping stone towards achieving professional status for teachers. They conducted a number of detailed investigations involving teachers, thereby introducing research into the consciousness of teachers and paving the way for Scotland to make significant contributions to educational research on the international stage. Although Boyd himself was an educationist and did not call himself a psychologist, he was essentially working in the field of educational psychology and the co-opted membership of the Research Committee included James Drever, David Kennedy Fraser, William McClelland and others. This paper will explore something of the circumstances, substance and influence of this movement.","PeriodicalId":123600,"journal":{"name":"History & Philosophy of Psychology","volume":"266 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124328715","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Against Reason? Art and Psychoanalysis","authors":"J. Sayers","doi":"10.53841/bpshpp.2005.7.1.62","DOIUrl":"https://doi.org/10.53841/bpshpp.2005.7.1.62","url":null,"abstract":"In this article I demonstrate, with examples from art and psychoanalysis, ways in which (a) Freud replaced directed with non-directed free association reasoning, and (b) post-Freudians, notably Merleau-Ponty and Bion, drew attention to the inter-subjective factors involved in bringing this form of reasoning into being.","PeriodicalId":123600,"journal":{"name":"History & Philosophy of Psychology","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130296691","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"British Psychology and the Media: Cyril Burt at the BBC","authors":"R. Michael Chamarette","doi":"10.53841/bpshpp.2021.22.1.11","DOIUrl":"https://doi.org/10.53841/bpshpp.2021.22.1.11","url":null,"abstract":"Any balanced assessment of Cyril Burt’s historical significance needs to transcend older genres of the ‘Burt Affair’ and of the ‘great man’, with their emphasis upon Burt’s agency and influence within the theory and practice of psychology in Britain in the early and mid-twentieth century. In line with more contemporary approaches, Burt provides a case study that addresses the wider question of how psychological thought and practice mediated understanding of the self, and the intersection of differing views of human nature with a range of social, economic, political and ethical issues. In particular, there are issues of the nature of psychology, the authority of its exponents, and its relevance to the anxieties and aspirations of the British public during the interwar period. Two themes exemplify this – public confusion of psychology with Freudian psychoanalysis and both with the study of sex, and secondly the role psychologists as public scientific intellectuals. Any omission of Burt from these broader considerations risks distortion of our understanding of both psychology and of Britain during this period.","PeriodicalId":123600,"journal":{"name":"History & Philosophy of Psychology","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133985279","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Notions of insanity in a seventeenth century Scottish legal case","authors":"E. Miller","doi":"10.53841/bpshpp.2009.11.1.22","DOIUrl":"https://doi.org/10.53841/bpshpp.2009.11.1.22","url":null,"abstract":"In a legal action in 1669, the will of Jean Stewart was disputed on the grounds that the testator was ‘furious’ and hence incapable of making a valid will. This raises the question as to how contemporaries conceptualised madness and how they determined whether someone was insane. By examining a pleading, that of the advocate on behalf of the will’s main beneficiary, indications are obtained as to contemporary notions of insanity based on Galenic medicine incorporating humoralism and animalistic models. The pleading also illustrates the kinds of evidence used to determine whether a person was ‘furious’ or not. In this, the views of Scottish and English jurists appear to have been very similar. Another interesting aspect of the case is that it suggests the use of medical testimony in determining madness almost a century before its first recognised use in English courts.","PeriodicalId":123600,"journal":{"name":"History & Philosophy of Psychology","volume":"199 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122554612","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How do students learn critical thinking? Challenging the osmosis model","authors":"S. Bartos, A. Banks","doi":"10.53841/bpshpp.2015.16.1.36","DOIUrl":"https://doi.org/10.53841/bpshpp.2015.16.1.36","url":null,"abstract":"In teaching Conceptual and Historical Issues in Psychology (CHIP), it is often assumed that students learn critical thinking by being exposed to it, as if absorbing it through osmosis. Moreover, assessment guidelines tend to consider this ability only for higher marks. The authors of this paper believe, however, that critical thinking should be trained as a central skill: in this contribution, they share their experiences in teaching critical thinking directly. Specifically, they lecture on critical thinking and argumentative writing in a second-year module that also includes research methods training. Several journal articles are discussed in class, and the exam itself consists of critiquing two research reports. In this course, quantitative and qualitative research are discussed by two different lecturers. However, co-teaching is not framed as a debate: the lecturers aim to avoid both providing a stale compromise and presenting the two approaches as irreconcilable. The authors’ experience with this module supported their initial worries about the osmosis model. Most students were capable of pertinent critical observations on research, arguably because they absorbed this skill from their previous courses. However, integrating isolated comments into a coherent critique was challenging to many, and it took much effort and guidance from the lecturers.","PeriodicalId":123600,"journal":{"name":"History & Philosophy of Psychology","volume":"215 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122817590","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}