A Role-Playing Exercise for the History of Psychology Course

1985 ◽  
Vol 12 (2) ◽  
pp. 84-85 ◽  
Author(s):  
Charles I. Brooks
Keyword(s):  
Role Playing ◽  
History Of Psychology ◽  
Pedagogical Tool ◽  
Psychological Issues ◽  
Basic Procedure ◽  
Historical Figures ◽  
History Of ◽  
Personal Appreciation ◽  
The Individual ◽  
Psychology Course

A procedure is described in which college students portray individuals studied in the History of Psychology course. The students work in teams, and develop a presentation allowing figures from different time periods (e.g., Locke, Wundt, Thorndike, and Rogers) to discuss and debate psychological issues. Additionally, each student prepares a bibliography and position summary of the individual portrayed. Variations of this basic procedure, some more successful than others, have been tried in three different classes and are also described. It is concluded that the exercise can be a valuable pedagogical tool that gives students personal appreciation of historical figures, plus a better understanding of continuity in the evolution of psychological issues.

A history of the altruism–morality debate in biology

Behaviour ◽  
2014 ◽  
Vol 151 (2-3) ◽  
pp. 147-165 ◽  
Author(s):  
Oren Harman
Keyword(s):  
Levels Of Selection ◽  
Chronological Order ◽  
The Core ◽  
Historical Figures ◽  
History Of ◽  
The Individual ◽  
Core Issues

Many different histories of the altruism–morality debate in biology are possible. Here, I offer one such history, based on the juxtaposition of four pairs of historical figures who have played a central role in the debate. Arranged in chronological order, the four dyads — Huxley and Kropotkin, Fisher and Emerson, Wynne-Edwards and Williams, and Hamilton and Price — help us grasp the core issues that have framed and defined the debate ever since Darwin: the natural origins of morality, the individual versus collective approach, the levels of selection debate, and the Is–Ought distinction. Looking forward, the continued relevance of the core issues is discussed.

Expanding Coverage in the History Course by Toasting Significant but often Overlooked Contributors

1993 ◽  
Vol 20 (2) ◽  
pp. 112-112 ◽  
Author(s):  
Randall D. Wight
Keyword(s):  
History Of Psychology ◽  
Teaching Activity ◽  
The Social ◽  
History Of ◽  
Social Custom ◽  
Psychology Course

This teaching activity attempts to expand the range of contributions usually covered in a history of psychology course by incorporating the social custom of toasting.

History of Psychology: Cornerstone Instead of Capstone

1987 ◽  
Vol 14 (4) ◽  
pp. 236-238 ◽  
Author(s):  
Katharine S. Milar
Keyword(s):  
Research Design ◽  
Experimental Psychology ◽  
Historical Context ◽  
History Of Psychology ◽  
Advantages And Disadvantages ◽  
Historical Figure ◽  
History Of ◽  
Research Questions ◽  
Psychology Course

A history of psychology course designed as a prerequisite for advanced work in experimental psychology is described. Research design and methodology are introduced in an historical context. Students conduct experimental projects by asking research questions that are appropriate to a particular historical figure of theorist. Advantages and disadvantages of teaching the history of psychology course in this way are discussed.

Contributions to the History of Psychology: CII. Attitudinal Shifts in Responses to ‘Psychological Prescriptions’ among Undergraduate Students in a ‘Systems of Psychology’ Course

1995 ◽  
Vol 77 (3) ◽  
pp. 840-842
Author(s):  
William F. Vitulli
Keyword(s):  
Analysis Of Variance ◽  
Undergraduate Students ◽  
Rating Scale ◽  
Psychology Students ◽  
History Of Psychology ◽  
History Of ◽  
Undergraduate Psychology ◽  
Psychology Course

18 contrasting pairs of psychological prescriptions formed the basis of a rating scale upon which 25 undergraduate psychology students (5 men and 20 women) enrolled in a course in “systems of psychology” indicated their “attitudinal preferences.” An analysis of variance, followed by pair-wise comparisons using t tests for correlated samples taken at the beginning and end of the quarter showed a trend toward endorsements of more “phenomenological” as compared to “operational” prescriptions.

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