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Psy-sciences (psychology, psychiatry, psychoanalysis, pedagogy, criminology, special education, etc.) have been connected to politics in diverse ways during the 20th and 21st centuries. Besides episodes in the history of psychoanalysis in politically troubled times, the chapters in the book explore the full variety of “psy” disciplines in dictatorships and authoritarian regimes such as Nazi Germany, East European communist regimes, a Latin-American military dictatorship, and the South African apartheid regime, discussing psychology’s role in legitimating and “normalizing” dictatorships. The essays’ authors also explain the ideological and political foundations of ideas concerning mental health and illness in Russia, Hungary, post-war Transylvania, and Germany. Currents of critical psychology are also discussed, which try to understand how academic, therapeutic, and everyday psychological knowledge is produced within the power relations of modern—market or state—capitalist societies.

The zeitgeist and the psychology of science. Eponym as placebo -- Interpretation -- Great men and scientific progress -- The problem of originality in science -- The psychology of controversy -- Dissent -- Science and the meaning of its history -- Human nature vs. sensation : William James and the psychology of the present -- The history of psychology. The nature and history of experimental control -- Fechner : inadvertent founder of psychophysics -- Masters and pupils among the American psychologists -- The beginning and growth of measurement in psychology -- The influence of evolutionary theory upon American psychological thought -- The scientific method. Intelligence as the tests test it -- Temporal perception and operationism -- An operational restatement of G.E. Müller's psychophysical axioms -- The use of operational definitions in science -- The role of theory in experimental psychology -- Statistical frequencies as dynamic equilibria -- The validation of scientific belief -- The mind-body problem. The stimulus-error -- The physiology of consciousness -- Psychophysiological systems and isomorphic relations -- A psychological function is the relation of successive differentiations of events in the organism -- The psychology of communicating science. A journal of book reviews -- The social predicament of book reviewing -- Cybernetic justice -- Tolerances for inaccuracy -- Ortgeister -- Isolationism in the languages

The zeitgeist and the psychology of science. Eponym as placebo -- Interpretation -- Great men and scientific progress -- The problem of originality in science -- The psychology of controversy -- Dissent -- Science and the meaning of its history -- Human nature vs. sensation : William James and the psychology of the present -- The history of psychology. The nature and history of experimental control -- Fechner : inadvertent founder of psychophysics -- Masters and pupils among the American psychologists -- The beginning and growth of measurement in psychology -- The influence of evolutionary theory upon American psychological thought -- The scientific method. Intelligence as the tests test it -- Temporal perception and operationism -- An operational restatement of G.E. Müller's psychophysical axioms -- The use of operational definitions in science -- The role of theory in experimental psychology -- Statistical frequencies as dynamic equilibria -- The validation of scientific belief -- The mind-body problem. The stimulus-error -- The physiology of consciousness -- Psychophysiological systems and isomorphic relations -- A psychological function is the relation of successive differentiations of events in the organism -- The psychology of communicating science. A journal of book reviews -- The social predicament of book reviewing -- Cybernetic justice -- Tolerances for inaccuracy -- Ortgeister -- Isolationism in the languages

The zeitgeist and the psychology of science. Eponym as placebo -- Interpretation -- Great men and scientific progress -- The problem of originality in science -- The psychology of controversy -- Dissent -- Science and the meaning of its history -- Human nature vs. sensation : William James and the psychology of the present -- The history of psychology. The nature and history of experimental control -- Fechner : inadvertent founder of psychophysics -- Masters and pupils among the American psychologists -- The beginning and growth of measurement in psychology -- The influence of evolutionary theory upon American psychological thought -- The scientific method. Intelligence as the tests test it -- Temporal perception and operationism -- An operational restatement of G.E. Müller's psychophysical axioms -- The use of operational definitions in science -- The role of theory in experimental psychology -- Statistical frequencies as dynamic equilibria -- The validation of scientific belief -- The mind-body problem. The stimulus-error -- The physiology of consciousness -- Psychophysiological systems and isomorphic relations -- A psychological function is the relation of successive differentiations of events in the organism -- The psychology of communicating science. A journal of book reviews -- The social predicament of book reviewing -- Cybernetic justice -- Tolerances for inaccuracy -- Ortgeister -- Isolationism in the languages

viii, 532 p. : 25 cm

The metadata below describe the original scanning. Follow the "All Files: HTTP" link in the "View the book" box to the left to find XML files that contain more metadata about the original images and the derived formats (OCR results, PDF etc.). See also the What is the directory structure for the texts? FAQ for information about file content and naming conventions.

The metadata below describe the original scanning. Follow the "All Files: HTTP" link in the "View the book" box to the left to find XML files that contain more metadata about the original images and the derived formats (OCR results, PDF etc.). See also the What is the directory structure for the texts? FAQ for information about file content and naming conventions.

The metadata below describe the original scanning. Follow the "All Files: HTTP" link in the "View the book" box to the left to find XML files that contain more metadata about the original images and the derived formats (OCR results, PDF etc.). See also the What is the directory structure for the texts? FAQ for information about file content and naming conventions.

The metadata below describe the original scanning. Follow the "All Files: HTTP" link in the "View the book" box to the left to find XML files that contain more metadata about the original images and the derived formats (OCR results, PDF etc.). See also the What is the directory structure for the texts? FAQ for information about file content and naming conventions.

The metadata below describe the original scanning. Follow the "All Files: HTTP" link in the "View the book" box to the left to find XML files that contain more metadata about the original images and the derived formats (OCR results, PDF etc.). See also the What is the directory structure for the texts? FAQ for information about file content and naming conventions.

10, [v]-xxix, 428, 99 p. 20 cm

10, [v]-xxix, 428, 99 p. 20 cm

This paper examines the intersection between creativity, problem solving, cognitive psychology and neuroscience in a discussion surrounding the genesis of new ideas and innovative science. Three creative activities are considered. These are (a) the interaction between visual-spatial and analytical or verbal reasoning, (b) attending to feeling in listening to the "self", and (c) the interaction between conscious and non-conscious reasoning. Evidence for the importance of each of these activities to the creative process is drawn from (a) historical and introspective accounts of novel problem solving by noted scientists and mathematicians; (b) cognitive psychology and neuroscience; and (c) a recent empirical study of novel mathematics problem solving. An explanation of these activities is given in terms of cognitive neuroscience. A conceptual framework connecting each of these activities is presented and the implications for learning and teaching considered. (Contains 3 figures.)

10, [v]-xxix, 428, 99 p. ; 21 cm

This group of 13 library guides, designed to introduce the student to some of the bibliographical tools available in various subject areas at Fogler Library, is not intended to be a complete listing, but rather a selective introduction to the many sources of information available to the beginning researcher. Information is provided on the use of the card catalog, Library of Congress subject headings, call numbers, and Dewey Decimal Classification related to the specific topic being presented. The researcher is further directed to atlases, bibliographies, biographical sources, dictionaries, dissertations, government publications, handbooks, indexes and abstracts, manuscripts, microforms, newspapers and periodicals, style manuals, audiovisual sources, yearbooks and other reference materials. Subjects included in this group are American History, Anthropology-Folklore, Business Administration, Education, English, Food Science, French, German, Music, Philosophy, Political Science, Psychology, and Sociology. (RAA)

Described is a summer institute designed to teach high school teachers about the philosophical and historical roots of the three social science disciplines of economics, sociology, and psychology. During the institute, participants read and discussed the primary works by the most important philosophers and writers of Western civilization. It was hoped that familiarity with these classic works would encourage the teachers to move away from secondary sources to primary sources in their classes. The first three weeks of the institute were divided among the disciplines of economics, psychology, and sociology and stressed their historical underpinnings; the fourth week was devoted to philosophical and curricular issues affecting all three disciplines. Background information and class schedules are provided for each of the sessions. Evaluations of the institute showed that the institute not only broadened teachers' understanding of the disciplines and their contemporary applications, but also clarified the critical connections among the disciplines. Teachers were able to apply not only broad concepts but specific lectures and readings to their high school programs. (RM)

Described is a summer institute designed to teach high school teachers about the philosophical and historical roots of the three social science disciplines of economics, sociology, and psychology. During the institute, participants read and discussed the primary works by the most important philosophers and writers of Western civilization. It was hoped that familiarity with these classic works would encourage the teachers to move away from secondary sources to primary sources in their classes. The first three weeks of the institute were divided among the disciplines of economics, psychology, and sociology and stressed their historical underpinnings; the fourth week was devoted to philosophical and curricular issues affecting all three disciplines. Background information and class schedules are provided for each of the sessions. Evaluations of the institute showed that the institute not only broadened teachers' understanding of the disciplines and their contemporary applications, but also clarified the critical connections among the disciplines. Teachers were able to apply not only broad concepts but specific lectures and readings to their high school programs. (RM)

Described is a summer institute designed to teach high school teachers about the philosophical and historical roots of the three social science disciplines of economics, sociology, and psychology. During the institute, participants read and discussed the primary works by the most important philosophers and writers of Western civilization. It was hoped that familiarity with these classic works would encourage the teachers to move away from secondary sources to primary sources in their classes. The first three weeks of the institute were divided among the disciplines of economics, psychology, and sociology and stressed their historical underpinnings; the fourth week was devoted to philosophical and curricular issues affecting all three disciplines. Background information and class schedules are provided for each of the sessions. Evaluations of the institute showed that the institute not only broadened teachers' understanding of the disciplines and their contemporary applications, but also clarified the critical connections among the disciplines. Teachers were able to apply not only broad concepts but specific lectures and readings to their high school programs. (RM)

Described is a summer institute designed to teach high school teachers about the philosophical and historical roots of the three social science disciplines of economics, sociology, and psychology. During the institute, participants read and discussed the primary works by the most important philosophers and writers of Western civilization. It was hoped that familiarity with these classic works would encourage the teachers to move away from secondary sources to primary sources in their classes. The first three weeks of the institute were divided among the disciplines of economics, psychology, and sociology and stressed their historical underpinnings; the fourth week was devoted to philosophical and curricular issues affecting all three disciplines. Background information and class schedules are provided for each of the sessions. Evaluations of the institute showed that the institute not only broadened teachers' understanding of the disciplines and their contemporary applications, but also clarified the critical connections among the disciplines. Teachers were able to apply not only broad concepts but specific lectures and readings to their high school programs. (RM)

Described is a summer institute designed to teach high school teachers about the philosophical and historical roots of the three social science disciplines of economics, sociology, and psychology. During the institute, participants read and discussed the primary works by the most important philosophers and writers of Western civilization. It was hoped that familiarity with these classic works would encourage the teachers to move away from secondary sources to primary sources in their classes. The first three weeks of the institute were divided among the disciplines of economics, psychology, and sociology and stressed their historical underpinnings; the fourth week was devoted to philosophical and curricular issues affecting all three disciplines. Background information and class schedules are provided for each of the sessions. Evaluations of the institute showed that the institute not only broadened teachers' understanding of the disciplines and their contemporary applications, but also clarified the critical connections among the disciplines. Teachers were able to apply not only broad concepts but specific lectures and readings to their high school programs. (RM)

"History, Psychology and Culture: A Set of Categories for an Introduction to Social Science. Part II" is an article from The Journal of Philosophy, Psychology and Scientific Methods, Volume 15 . View more articles from The Journal of Philosophy, Psychology and Scientific Methods . View this article on JSTOR . View this article's JSTOR metadata . You may also retrieve all of this items metadata in JSON at the following URL: https://archive.org/metadata/jstor-2940444

"History, Psychology and Culture: A Set of Categories for an Introduction to Social Science. Part I" is an article from The Journal of Philosophy, Psychology and Scientific Methods, Volume 15 . View more articles from The Journal of Philosophy, Psychology and Scientific Methods . View this article on JSTOR . View this article's JSTOR metadata . You may also retrieve all of this items metadata in JSON at the following URL: https://archive.org/metadata/jstor-2940612