Teaching the History of Psychology in Context or Depth without Breadth Leads to "Shallow" Learning.

Resumen de los autores

Although a history and systems course in psychology should provide a valuable forum for organizing the discipline, no current texts consistently provide enough coverage of the context in which the discipline emerged to anchor developments throughout the history of psychology. To test the validity of this observation, 10 undergraduate history and systems texts were reviewed in terms of their coverage of 5 significant psychological developments: Freud and the birth of psychoanalysis, Pavlov's systematic examination of classical conditioning, Gestalt psychology's loss of cohesion, the rise in popularity of IQ testing, and the post-World War II acceptance of the scientist-practitioner model of clinical training. The review sought to determine the extent to which the developments were addressed within broad philosophical/scientific, social/political, and/or psychological/personal contexts and found that the texts generally emphasized the history of the major systems of psychology rather than applied implications. As a result, efforts were undertaken to revise a history and systems course at State University of New York's College at Buffalo to provide more complete coverage of the development of psychological applications, the need for greater emphasis upon socio-political influences, and the philosophical/scientific and psychological/personal contexts. Includes a list of texts examined and a table of survey results. (TGI)

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Cómo citar (APA 7)

Reid, H. M., & Morganti, J. B. (1996). Teaching the History of Psychology in Context or Depth without Breadth Leads to "Shallow" Learning.. https://eric.ed.gov/?id=ED405032