Religion and Science in Early American Psychology

1987 ◽  
Vol 15 (1) ◽  
pp. 3-9 ◽  
Author(s):  
Bernard Spilka
Keyword(s):  
Present Article ◽  
Nature Of Science ◽  
Cultural Context ◽  
History Of Psychology ◽  
Philosophical Psychology ◽  
Religion And Science ◽  
Early American ◽  
American Psychology ◽  
History Of

Most texts in the history of psychology ignore American contributions prior to the appearance of Hall and James. This may be a function of the strong religious inclinations of the pre-Jamesians, but there is reason to believe their views were of significance to the later development of American psychology. The present article attempts to place the psychology of this time into historical-cultural context, and then explicate the nature of science during that period The paramount place of religion in this philosophical psychology is discussed Finally, the implications of these ideas for contemporary psychology are brought to the fore. The need for further attention to the work of these religious American philosopher-psychologists is emphasized.

Contributions to the History of Psychology: LIV. Harry Miles Johnson: War without Peace

1989 ◽  
Vol 64 (3) ◽  
pp. 907-913 ◽  
Author(s):  
Wilse B. Webb
Keyword(s):  
World War I ◽  
Experimental Psychology ◽  
History Of Psychology ◽  
Accident Prevention ◽  
World War ◽  
American Psychology ◽  
Johns Hopkins University ◽  
History Of ◽  
Psychology Program

Harry Miles Johnson (1885–1953) took his Ph.D. under John B. Watson at Johns Hopkins University. During World War I Johnson was the first “aviation psychologist” and did pioneering research in vision, accident prevention, and sleep. He founded the Ph.D. experimental psychology program at Tulane University. He was an acerbic critic of psychology from a position of “objective empiricism.” This position was modulated by his beliefs in the importance of applications of psychology and an emphasis on underlying philosophical issues. Despite a long and productive career, Harry M. Johnson is little remembered in the history of American psychology. This paper examines aspects of this paradox.

scholarly journals TEACHING THE NATURE OF SCIENCE THROUGH STORYTELLING: SOME EMPIRICAL EVIDENCE FROM A GRADE 9 CLASSROOM

2018 ◽  
Vol 10 (2) ◽  
Author(s):  
Yannis Hadzigeorgiou
Keyword(s):  
Nature Of Science ◽  
Scientific Knowledge ◽  
Scientific Method ◽  
Cultural Context ◽  
Natural World ◽  
Cultural Dimension ◽  
Creative Activity ◽  
Explicit Teaching ◽  
History Of ◽  
Understanding Of Science

The instructional question of how to teach ideas about the nature of science effectively has been a challenge, but, according to the literature, explicit teaching appears to be the best way. However, the use of narratives, which incorporate actual events from the history of science, can also help illustrate the human and the larger socio-cultural context in which scientific knowledge was developed. Such context facilitates students’ understanding of science as a human endeavour, which is characterized by successes and failures as well as problems and struggles. It makes them aware of the fact that scientific knowledge is tied to human hopes, expectations, passions, and ambitions. Moreover, the use of narratives can help students understand such ideas as: scientific knowledge, while durable, is tentative and subject to revision, people of both sexes and from many countries have contributed to the development of science, science is a creative activity, science has a socio-cultural dimension, and also that there is not a standard scientific method, as scientists use a variety of approaches to explain the natural world. A recent empirical study provides evidence that such ideas can indeed be understood by 9th graders.

Contributions to the History of Psychology: CXVII. Who's Who in American Psychology: A Citation Study of Introductory Psychology Textbooks

2003 ◽  
Vol 93 (1) ◽  
pp. 186-190 ◽  
Author(s):  
M. Lyn Hoefer ◽  
Erin Warnick ◽  
Terry J. Knapp
Keyword(s):  
History Of Psychology ◽  
Introductory Psychology ◽  
Citation Studies ◽  
American Psychology ◽  
History Of

The author indexes of 15 introductory psychology textbooks were surveyed to identify the authorities cited most frequently. The five names cited most often in descending order were Freud, Bandura, Skinner, Piaget, and James. Differences from earlier comparable citation studies are discussed.

scholarly journals The History of the Five Indian Nations Depending on the Province of New-York in America

2018 ◽  
Author(s):  
Cadwallader Colden
Keyword(s):  
New York ◽  
Native Americans ◽  
Cultural Context ◽  
Native People ◽  
Intellectual Life ◽  
Early American ◽  
British America ◽  
History Of ◽  
American Intellectual ◽  
Indian Nations

This book, originally published in 1727 and revised in 1747, is one of the most important intellectual works published in eighteenth-century British America. The author was among the most learned American men of his time, and his history of the Iroquois tribes makes fascinating reading. The book discusses the religion, manners, customs, laws, and forms of government of the confederacy of tribes composed of the Mohawks, Oneidas, Onondagas, Cayugas, and Senecas (and, later, the Tuscaroras), and gives accounts of battles, treaties, and trade with these Indians up to 1697. Since the book was first reprinted in 1958, it has served as an invaluable resource for scholars and students interested in Iroquois history and culture, Enlightenment attitudes toward Native Americans, early American intellectual life, and Anglo-French imperial contests over North America. This new edition features materials not previously included, such as the 1747 introduction, which contains rich and detailed descriptions of Iroquois culture, government, economy, and society. New chapters place the volume in a historical and cultural context and provide a balanced introduction to the historic culture of the Iroquois, as well as their relationship to other Native people.

Unconscious Insights

2000 ◽  
Vol 9 (3) ◽  
pp. 79-83 ◽  
Author(s):  
Robert S. Siegler
Keyword(s):  
Present Article ◽  
History Of Psychology ◽  
Second Graders ◽  
Verbal Reports ◽  
The Unconscious ◽  
Initial Failure ◽  
New Strategy ◽  
History Of

From early in the history of psychology, theorists have argued about whether insights are initially unconscious or whether they are conscious from the start. Empirically identifying unconscious insights has proven difficult, however: How can we tell if people have had an insight if they do not tell us they have had one? Fortunately, although obtaining evidence of unconscious insights is difficult, it is not impossible. The present article describes an experiment in which evidence of unconscious insights was obtained. Almost 90% of second graders generated an arithmetic insight at an unconscious level before they were able to report it. Within five trials of the unconscious discovery, 80% of the children made the discovery consciously, as indicated by their verbal reports. Thus, the initial failure to report the insight could not be attributed to the children lacking the verbal facility to describe it. The results indicate that at least in some cases, insights arise first at an unconscious level, and only later become conscious. Rising activation of the new strategy may be the mechanism that leads children to become conscious of using it.

Sign in / Sign up

Export Citation Format

Share Document