The future of the history of psychology in Argentina and Brazil.

2016 ◽  
Vol 19 (3) ◽  
pp. 229-247 ◽  
Author(s):  
Hugo Klappenbach ◽  
Ana Maria Jacó-Vilela
2009 ◽  
Vol 217 (2) ◽  
pp. 95-102 ◽  
Author(s):  
Theo Herrmann

One cannot predict the future of the sciences or that of psychology. The question “What’s next?” gives reason to think about which principles to which psychology has developed. In analyzing the historical development of psychology, one should differentiate between basic psychological research, psychological technology, and the structure of institutions. Historical changes of psychology occur slowly and continuously. These continuous changes are obviously a foil for short-term changes that we can refer to as discontinuities. The complex pattern of continuities and discontinuities is based on very different conditions. External and internal causes of the changes in the history of psychology are discussed.


2016 ◽  
Vol 27 (1) ◽  
pp. 87-107 ◽  
Author(s):  
Saulo de Freitas Araujo

Recent transformations in the history of science and the philosophy of science have led historians of psychology to raise questions about the future development of their historiography. Although there is a dominant tendency among them to view their discipline as related to the social turn in the history of science, there is no consensus over how to approach the history of psychology methodologically. The aim of this article is to address the issue of the future of the historiography of psychology by proposing an alternative but complementary path for the field, which I call a philosophical history of psychology. In order to achieve this goal, I will first present and discuss the emergence of the social turn in the history of psychology, showing some of its problems. I will then introduce the contemporary debate about the integration of the history of science and the philosophy of science as an alternative model for the history of psychology. Finally, I will propose general guidelines for a philosophical history of psychology, discussing some of its possible advantages and limitations.


2017 ◽  
Vol 27 (1) ◽  
pp. 117-125 ◽  
Author(s):  
Jeremy Trevelyan Burman

The future of the History of Psychology is bright, and the recent historiographical debates in this journal play an important role in that. Yet Araujo’s recent contribution could be misunderstood: ignoring context is not the way to do a philosophical history. Instead, philosophical assumptions can be presented as part of the context that informed an historical subject. Hence the necessity, here, of a response: the History of Psychology is becoming disciplined, but slowly. There are still plenty of non-specialists who will misunderstand Araujo’s contribution as a step forward in its rhetoric (many of whom teach the history course in their department). And because even specialists also sometimes dismiss methods-talk as a false step toward methodolatry, there is a danger in leaving such misunderstandings unaddressed. Simply put, then, ideas are never only lights in the attic: as the historian looks in, we must always remember that—at the time—someone was looking out.


2016 ◽  
Vol 19 (3) ◽  
pp. 175-191 ◽  
Author(s):  
Adrian C. Brock

1974 ◽  
Vol 34 (2) ◽  
pp. 427-432 ◽  
Author(s):  
Jon E. Roeckelein

A survey was conducted on the frequency of usage of psychologists' names in early introductory psychology textbooks (1920–1939) and recent introductory psychology textbooks (1968–1971) in order to assess differences between these periods. Using eponymy indexes, such as naming ratios which were derived from frequency of naming divided by textbook pages, a methodology was developed for comparing early and recent textbooks. Results showed that: (1) the average naming ratio for early textbooks was significantly lower than the ratio for recent textbooks; (2) there were significant differences in naming between early and recent textbooks in terms of various chapter headings and subject materials; and (3) there were significant differences in naming particular psychologists, e.g., Freud and Pavlov, with greater frequency occurring in the recent over the early textbooks. Results were discussed within the context of E. G. Boring's writings concerning eponymy and the future state of psychology.


1974 ◽  
Vol 35 (3) ◽  
pp. 1319-1326 ◽  
Author(s):  
Arnold Leunes

A look at 12 textbooks in abnormal psychology was taken. One point of worth is that there are 89 journal articles published prior to 1950 that are cited in two or more texts, and these may be called “classics” in abnormal psychology. Second, certain journals dominate in terms of publishing these “classics,” with two-thirds of them originating from medical/psychiatric publications (which are the oldest journals). Third, certain themes are prominent within the group, namely, children's disorders and functional psychoses. A fourth finding was that texts in abnormal psychology vary rather widely both in terms of their reverence for the bibliographical past and in terms of their general reverence for references of any vintage. Finally, certain texts appear to include more of the “classics” than do others. Suggestions for further research aimed at “classical” books and potential “classics” of the future are made.


2017 ◽  
Vol 27 (1) ◽  
pp. 108-116 ◽  
Author(s):  
Adrian C. Brock

Araujo begins by criticising what he calls the “social turn” in the history of psychology. He singles out the work of Kurt Danziger for special criticism in this regard. He then outlines the emergence of an allegedly new field called “History and Philosophy of Science” (HPS) and calls for a different approach which he labels a “philosophical” history of psychology. Here I examine his criticism of Danziger’s work and suggest that it is unjustified. I also point out that there is nothing new about the field of HPS and nothing original about the idea of relating history and philosophy of psychology. I conclude by suggesting that, although Araujo’s criticism is unjustified, it can give some insight into where his alternative path for the future will lead. It is an attempt to excise the sociology of knowledge from historical discourse and to return to a more traditional history of ideas.


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