1 REVISTA DE HISTORIA DE LA PSICOLOGÍA 2010: Publicacions de la Universitat de València Why simple lessons from history are recurrently forgotten: The bubble of epistemic markets , vol. 31, núm. 1 (marzo) Valencia (España). ISSN: Why simple lessons from history are recurrently forgotten: The bubble of epistemic markets * Jaan Valsiner** Clark University (USA)*** Abstract History of psychology entails knowledge that is relevant for the future of the discipline in two ways: (a) by demonstrating why potentially productive new ideas failed under socio-political conditions in the past, and (b) how such ideas can fit into the solutions for new tasks in the present and in the future. The borrowing of the notion of epistemic markets from the domain of economics has highlighted the focus on the first, while a functional history of psychology works for the second. Markets increase and lose-value of the already existing products, but are not loci of creation of these products. Hence the second direction of inquiry analysis of the structure of once invented ideas that lost their value on epistemic markets but can provide new impetus for a science that becomes self-averaging is in order. Otherwise psychology in the 21st century becomes a socially visible and substantively inconsequential part of societies self-presentation. The crucial feature of development of ideas epistemogenesis occurs prior to their entrance onto the relations of value negotiations of these ideas. History of psychology plays a pivotal role in keeping the epistemogenesis in the focus of contemporary psychologists who would otherwise be seduced by science administrators and their collaborating peers to succumb to the forces of the epistemic market. The market is merely one part of the chain of knowledge construction that proceeds from the atelier or factory of thinking and research to the public display through the constraints of market makers. Markets do not produce but re-distribute value. Yet their function is central for future ideas and history of psychology is the filter through which ideas of the past can be dissociated from, or connected with, the future. Psychology is on the move to renewed focus on general theories of basic human * Invited presentation at the XXII Symposium of the Spanish Society for the History of Psychology, SEHP Oviedo, Asturias May, 9, ** Correspondencia: Department of Psychology, Clark University. Worcester, Ma , USA. E.mail: *** Acknowledgments: I thank Alberto Rosa, Zachary Beckstead, Noemi Pizarroso, René van der Veer, and Rainer Diriwächter for feedback on the earlier version of this paper.
2 82 Jaan Valsiner psychological issues, and a number of traditions of the past introspective method for an instance can be productively resurrected. Keywords: epistemic market, functions of the history of psychology. Resumen La Historia de la Psicología supone un conocimiento relevante para el futuro de la disciplina en dos sentidos; a) demostrando por qué fracasaron ideas potencialmente productivas en el pasado, en determinadas condiciones socio-políticas; y b) cómo pueden encajar estas ideas en las soluciones a las nuevas tareas planteadas en el presente y en el futuro. La noción de mercados epistémicos, tomada del ámbito de la economía, ha puesto el acento en la primera, mientras que la historia funcional de la psicología funciona para la segunda. Los mercados aumentan y hacen disminuir el valor de los productos existentes, pero no son el lugar donde esos productos se crean. De ahí que sea pertinente la segunda dirección de la investigación y análisis de la estructura de las ideas que, una vez inventadas, pierden su valor en los mercados epistémicos, pero que pueden proporcionar nuevo impulso a una ciencia que tiende a adocenarse. De no ser así, la psicología del siglo 21 se convertiría en una parte socialmente visible y fundamentalmente intrascendente del modo en que las sociedades se presentan a sí mismas. El rasgo crucial del desarrollo de las ideas epistemogénesis tiene lugar antes de que esas ideas entren en las relaciones de negociación de su propio valor. La Historia de la Psicología desempeña un papel central para mantener la epistemogénesis en el punto de mira de los psicólogos contemporáneos, que de otro modo se dejarían seducir por los gestores de la ciencia y los pares que colaboran con ellos, y sucumbirían a las fuerzas del mercado epistémico. El mercado es simplemente una parte de la cadena de la construcción del conocimiento, que del taller o la fábrica del pensamiento y la investigación sale a la luz pública a través de las limitaciones impuestas por quienes hacen el mercado. Los mercados no producen valor, sino que lo redistribuyen. Y sin embargo la función de los mercados es central para las futuras ideas, y la historia de la psicología es el filtro por el cual las ideas del pasado pueden disociarse del futuro o conectarse con él. La psicología está constantemente renovando su atención hacia las teorías generales sobre las cuestiones psicológicas humanas básicas, y algunas tradiciones del pasado la del método introspectivo, por ejemplo- pueden ser recuperadas con provecho. Palabras clave: mercado epistémico, funciones de la historia de la psicología. Psychology entered 20th century as a promising young science, with new experimental laboratories being established and Freud s Interpretation of Dreams instigating a new psychological culture. At the start of the 21 st century, however, the science of psychology appears in a puzzling state, somehow empty of radically new insights into the human situation. Steinar Kvale, 2003, pp
3 Why simple lessons from history are recurrently forgotten: The bubble of epistemic markets 83 Has psychology lost its soul? Is it being traded off on an epistemic market as a well-wrapped product under the label of some -ism? A brand name of behaviorism is as concealing of the ideas as its later dominant substitutes of cognitivism or socio-culturalism. Or is the soul kept with an epistemic pawnbroker until new values emerge and it is bought back to the realm of everyday craftsmanship? How is psychology creating new knowledge? And what role does the history of the discipline play in such innovation? METAPHORS WE ACT BY THE MULTIPLE MAKERS OF A MARKET Metaphors we use are by and large results of our socially guided fashions. The development of economy is attributed to the functioning of markets from the farmers market in a village to that of stock markets. In the world increasingly dependent on ownership of know-how rather than that of mere means of production of goods (Evers, 2005) it becomes seductive to apply the metaphor or markets to the collective processes that determine the fate of knowledge, or of aesthetic values (Plattner, 1998). The ways of handling knowledge indeed resemble markets, as There are stringent rules of conduct, but no undue regulation of values or prices; there is competition but no open conflict, and there is a high degree of autonomy in decision-making (Evers, 2005, p. 12) Historically, the market was one of the three bases for development of a society the other two being the temple (religious ideology) and the palace (political ideology Couch, 1986). This tri-part power structure can be seen if we apply the market metaphor to our scientific discourses behind the seemingly free flow of knowledge between the academics is the iron hand of a ministry of some kind (that administratively regulates what the academics do) and the social organizations of scientists themselves. Yet on the foreground we can see the marketplace of ideas the epistemic market.. The epistemic market (Rosa, 1994) operates in analogy with the financial market yet with symbolic 1 rather than financial currency values: 1. Rosa (personal communication, April, 21, 2009) created the notion of epistemic market by analogy with Pierre Bourdieu s concept of symbolic market that he relates to symbolic capital, symbolic violence, etc., something he takes to be a real market and not a metaphor. The market notion in Bourdieu is used as a playground for the habitus as a specific structured place where people interact. The nature of such interaction is dependent upon different kinds of capital cultural, symbolic, economic which actors try to maintain, or gain (Goke-Pariola, 1993). Construction of power relations takes place on these markets.
4 84 Jaan Valsiner Value in the epistemic market is the relevance and truth attributed to the epistemic product. But this is not a question of all or nothing, nor is it an inherent property of an utterance, it is the result of an attribution of value in reference to an intention and it is also dependent on the style of reasoning used A non-negotiable part of the truth value of an epistemic product in the market depends on the social authority attributed to its producer, to the credit given to his/her products. Certainly epistemic products receive an attribution of truth when they have an empirical or pragmatic validation, when they are capable of generating replicable experiences in people different of those who produced them, or when they generate desirable results for consumers. (Rosa, 1994, p. 157, added emphases) As we can see epistemic markets, like any other, are a form of theatrical value construction where the rhetoric devices used may lead to increase or decrease of the attributed truth value. The inherent value in the product its fit with the phenomena (see Branco and Valsiner, 1997, on the methodology cycle) is only a miniscule starting point for entrance onto the market (as they are generating replicable experiences in people different of those who produced them ). Once on the market, the social construction of the value through attributions takes over. A particular common sense idea (e.g., evolutionary psychology, heuristic, bias, emotional intelligence, etc) can become attributed true status because of the authority of the producers (e.g., Nobel laureates making trivial comments on social issues far outside of their scientific expertise but gaining the value on the market). Socially normative use of methods (e.g. statistical data analyses) may be attributed the truth value on the basis of conforming with the norms even if the particular ways of such conforming make no sense for understanding of the phenomena, and may be erroneous from the substantive side of the given norm system. 2 Such violations can be rhetorically overridden by the pragmatic value of the given product for the consumers if they buy it (e.g., books on emotional intelligence or on how to make friends ) then these products must have truth value. Finally, the desirability of results is determined by social institutions that may enforce a stop in trading on an epistemic market for socio-political reasons 3 or by way of changes in the fashions in the attribution of truth (see Figure 1). Topics ( culture ), methodological perspectives ( introspection ) and concrete concepts (zone of proximal development ZPD) have had dramatic movements in their attributed values on the epistemic market of psychology over decades. 2. The best example is psychology s blatant misuse of statistical inference much to the horror of statisticians themselves who call for purity of the use of their methods (Ziliak and McCloskey, 2008). 3. Eradication of psychology in the Soviet Union in 1936.
5 Why simple lessons from history are recurrently forgotten: The bubble of epistemic markets 85 Figure 1. Fluctuations on the epistemic markets WORKING BACKWARDS FROM EPISTEMIC MARKETS TO EPISTEMOGENESIS Clearly the metaphor of markets as applied to the handling of knowledge in psychology (or any other area of knowledge in our globalizing knowledge society ) capture only one aspect of knowledge its fate after it has been produced. The epistemogenesis the birth of new knowledge happens prior to the knowledge product enters the epistemic market. Sure, the conceivers of such new knowledge in the intimacy of their minds are making it under the influence of the current market forces yet their act of creation is to antedate the market, rather than follow it. If it were to follow the market, we would get the dominance of the knowledge (or Thomas Kuhn s normal science ) that is characterized by the loss of the heterotopic domain its in-between status between the known and the not-yet-known. Epistemogenesis is like a boat sailing to unknown destinations rather than a barge making its daily routine trip between well-known tourists spots 4 some of which have higher ratings than others in some tourist guide. The tourist can decide which value s/he prefers while the explorer has no idea of the value of the destination one is about to reach. A navigator may encounter a land after a long ocean journey deeply believing to have 4. As Michel Foucault has put it poetically for civilization, from the sixteenth century up to our time, the ship has been at the same time not only the greatest instrument of economic development but the greatest reservoir of imagination. The sailing vessels are heterotopias par excellence. In civilizations without ships the dreams dry up, espionage takes the place of adventure, and the police that of corsairs (Foucault, 1998, p.185, my emphasis).
6 86 Jaan Valsiner found the ultimate source of all treasures of India. Yet the subsequent history shows that the market value of that dream equals that of a hamburger. The value may emerge in the exploration process or fail to do so. History of psychology demonstrates to us how the expeditions to explore new territories of the human mind first faint efforts to study the unconscious, the imageless, or the observable (behavior) turn into the colonization of mindscapes, charting out protectorates under the control of one or another company ( behaviorism, cognitivism etc.), and begin trading on the epistemic markets. These companies may employ their armies to fight one another as on the pages of many books on history of psychology we can read of combat narratives of how progressive new trend successfully fought (and won) the fight with an outdated one. The market is a battleground not of ideas, but of their uniformed presentations. The winners often take over from the losers (i.e., the winning forces of cognitivism maintained the behaviorist credo while denying any link with it), 5 selective appearance on the markets of long-forgotten giants whole value is being enhanced in the course of trading 6 is a major part of the game. The locations where the battlefields or markets exist may move from immediate (clashes of varied fan clubs at scientific conferences) to the semi-privacy of the research labs ( our cognitive approach is of course better than their behavioral one ). This parallels the change in the form of economic markets from the trading floor to the computer screen (Knorr Cetina, 2005). Last but not least a market can blow the bubble or be captivated by a social power trading on a market can be stopped by an administrative command. Markets even free ones are subservient to political powers. LIFE BEYOND THE MARKET: CHURCH AND FACTORY. We now live in the lost hopes of the economic markets that seem to have broken down after their bubble. So it may be the time to remind ourselves that for psychology the market metaphor is but one that fits the history of the field. There have been others those of church and factory (Kvale, 2003) have been used most appropriately. Our contemporary production line of psychology s empirical results seems to resemble that of mass production of cheap brands of goods with the assumption that the 5. As a test case consider the cognitivist credo of using the term cognitions (plural) rather than thoughts in order to avoid the subjectivism of the loser (to the behaviorist conquest ) that of introspectionism. 6. Consider Vincent van Gogh who would have never imagined the mega-prices paid for his Sunflowers decades later, the re-emerging high value of the ideas of Vygotsky, Bakhtin, or Levinas in our contemporary social sciences would have been surprising to these modest thinkers.
7 Why simple lessons from history are recurrently forgotten: The bubble of epistemic markets 87 quality of these goods will be valued as these are taken to the market. Yet science is to find new solutions, new explanations and the image of a mass production lines is antithetical to that goal. From the perspective of epistemogenesis, it is the studio (atelier) metaphor of an artist that may fit better than those of market, factory, or church. Psychologist trying to create new science is like an artist changing the prevailing marketable style of painting into something scandalous, not yet experienced, and misfitting with the common-sense reality. Picasso s decision to depict a female model in a cubist way was far out of the market value of his time quite differently from now. Epistemic markets follow not lead the epistemogenetic processes as the markets are incapable of novelty construction. Markets select for consumption and then manipulate the value of what is selected by letting these results to be traded. Before a farmer or a psychologist takes one s product to the market, that product has to be cultivated. THE SECRET OF SELECTION SYMBOLIC VALUE RE-DISTRIBUTION Free markets are not free. Their self-proliferating propaganda of we are free is a mask to hide the constrained and constructed nature of the value. The initial public offering of an idea on the epistemic market is a carefully scripted social power game. similarly to that of IPOs on the stock market. In the regular trading on markets it is the value arrived at through small-scale trading before the actual opening hours that sets the stage for the dynamics of a stock for the given day. When the market opens some of the market makers have collectively set up the new starting price for the given stock. From that moment onwards, the value might fluctuate by the dynamic supply/demand processes, but the head start for it is given before. For example the external to psychology technological invention fmri technique may be seen as giving such head start for some sub-area of psychology. Yet any new technologies no matter how highly valued by markets do not generate new knowledge unless there is an idea for which their use is relevant. An affluent research center may afford a fmri machine and be in need to keep it working yet how can it find minds who make that machine work beyond repeating the ideas of the past 7 is the critical question for a science. Social institutional thus extra-scientific interests are the market makers on the epistemic markets. Consider the development in most countries of the world over the last decade of academic evaluation systems based on the symbolic peer review 7. Many of the fmri uses are set to answer questions that were asked in the 19th century phrenology what function is localized where? only now inside the brain, rather than on the cranium.
8 88 Jaan Valsiner status of journals, and even more prominently of a particular journal s impact factor for the evaluation of individual academics and/or research groups. 8 Such administrative interference into the epistemic markets is changing the nature of what kinds of products are to be traded at initially highly set prices. The impact of such market-making would be devastating for the discipline in the long run we see proliferation of small fragmented pieces of knowledge, high redundancy between these, and a focus on publishing for the sake of publication not communication with other scientists. Suggesting the valuation of quantitative approaches ( evidence based,medicine ) over their qualitative counterparts sets the epistemic markets up to artificially demand presentation of knowledge in accordance with social norms rather than methodological fit (Branco & Valsiner, 1997). The development of psychology since the 1930s has been shown to see such market guidance that involves alienation of the data from the phenomena from which they are derived (Cairns, 1986; Toomela, 2007). HISTORY OF PSYCHOLOGY AS LOW-VALUED PRODUCT OR A PRE-MARKET VALUE MAKER How does history writing in psychology operate in such market making process. The usual role histories of science are given by the makers of the epistemic markets is that of a junk bond it is given a place on the market, but its value is declared to be that of next to nothing. Science finds its history a story of errors that undermines the bright spots of events declared to be breakthroughs. The latter segregate the history of a science from its present and future state history of the discipline is mostly that of wrong ideas, or of past right solutions in either case it is disconnected from what happens in the science now. However, when we see history of science as a reservoir of ideas tried but for varied reasons abandoned we can see the role of such history as a pre-market value maker. Since many of the abandoned ideas were left behind not because they did not work, but for reasons of change in the dominant ideologies, or simply premature death of the inventors of the ideas. A return to have a careful look at their potentials is what gives history of science a powerful role in the making of the future and it can take on the role of a pre-market value maker. Yet for such change history of science needs 8. Such reversal of valuation on the basis of the outcome (publication in place X rather than Y) it is the value of the process that is being created allows for social control by institutions. The pragmatist stance value created by utility (social opinion encoded in outcome evaluation) supports administrative control here. The use of journals impact factors to evaluate authors impact in the field has been proven to be unwarranted (Simons, 2008; Valsiner, 2009b).
9 Why simple lessons from history are recurrently forgotten: The bubble of epistemic markets 89 to become self-reflexive what kind of knowledge about history has what kinds of fuction in the current development of the discipline? Some kind of knowledge blocks the possibility to innovate science, other may enable it. For example the usual way of dividing the discourse in history of psychology into the narrative of opposing camps ( mentalism versus behaviorism versus cognitivism versus socio-culturalism ) guarantees that none of these isms as they get much attention in the story telling about psychology s history, would have any function in the innovation of psychology at the present time. These are epics of the past carefully segregated from the present yet not forgotten. Just the opposite one can claim that knowledge of these schools is very valuable (like in any society the myths of one s folklore are held in esteem). This is the knowledge of no functional relevance by public exposure to it the very knowledge is rendered useless. We know maybe even feel we know very well and pass by. STRATEGIES OF IMPLICIT AND EXPLICIT FORGETTING AND SELECTIVE RESURRECTION We can discern a number of strategies of value construction some of which are disconnected from feeding into the future of the discipline, others do it in direct or indirect ways. The strategy of categorical organization and segregation (CAS described above) guarantees functional ignoring of the ideas of the past through active acquisition of historical knowledge of the past. We get to know in order not to know. For example the often re-told story of how the Cultural-Historical School (Vygotsky and Luria) became victims to the Stalinist transformations in the Soviet society provide us with a kind of martyr role given to the scientists who went through these days, but is useless as to further development of the ideas of either Vygotsky or Luria. A similar result in blocking the use of the old ideas in our time is achieved by the strategy of disciplinary re-classification (DRC). Somebody whose work initially was seen that of category X becomes in post-factum writing of history of the discipline a very well honored representative of category Y. Thus, Franz Brentano s contributions to psychology in parallel with these of Wilhelm Wundt 9 have in the subsequent century become re-classified into philosophy and hence that famous philosopher is segregated out of psychology s current foci of interest. George Herbert Mead who was a physiological psychologist turned into a social psychologist became re-classified in 9. Both Wundt and Brentano provided their definitive starting points for psychology in parallel in their books published in 1874.
10 90 Jaan Valsiner his own institution from being a psychologist to being a philosopher and re-enters into psychology in the second half of the 20th century via sociology. Alexius Meinong and his colleagues at Graz working on basic thinking processes were like Brentano segregated to philosophy. Hans Driesch s philosophical interests in psychology were left in biology. These moves to behind the boundary can be explained by the differentiation of the disciplines involved towards separating themselves from philosophy. The DRC also works in the opposite direction bringing historical ideas from behind an artificial frontier into psychology. Thus, our current fascination with Mikhail Bakhtin overlooks the belonging of his basic ideas to literary scholarship and philosophy, Ilya Prigogine s physical chemistry (which borrowed from the philosophy of Henri Bergson and through him from James Mark Baldwin) becomes fitted into psychology as a new umbrella of chaos theory. There are more drastic strategies such as symbolic power cleaning (SPC). SPC entails eradication of a particular tradition from the history of the discipline by social power assertions. The 1936 decree against paedology in USSR was an act of SPC resulting in eradication of the name and replacement of the term by psychology in re-publishing paedological texts. 10 Pavlov s penalties to his lab workers when caught using mentalistic language amount to SPC as well. Then, there is the process of natural decay (ND) the traditions of a given kind are slowly moving to their oblivion, with historians of psychology idly looking on. The disappearance of the traditions of Ganzheitspsychologie from the public view of psychology in Germany and elsewhere after World War II can be seen as a case of ND (Diriwächter and Valsiner, 2008). Finally, there is the strategy of selective maintaining (SM) a way of writing an account of history of the discipline that highlights some part of the past for linkages with the present while keeping other parts of the whole away from that highlighting. Jacob Moreno s psychodrama the basis for his sociometry (Moreno, 1947) has been forgotten in the study of social networks 11 while his sociometric techniques that were the outcome of the psychodrama emphasis have been maintained as the root for contemporary social networks studies (Borgatti, Mehra, Brass and Labianca, 2009). A similar example can be found in the selective maintenance of Lev Vygotsky s ideas from his cultural-historical perspective our contemporary socio-cultural followers of Vygotsky take the role of the social other social environment, more knowledgeable peer or parent/teacher of the child, and hail Vygotsky for focusing on the primacy of the social in the ontogenetic process. In that glorification, Vygotsky s focus on hierarchical order 10. For example, all references to paedology in Vygotsky s 1934 Russian edition of Thinking and Speech were changed to psychology. 11. For a full history of the Moreno tradition, see Freeman, 2004.
11 Why simple lessons from history are recurrently forgotten: The bubble of epistemic markets 91 ( higher and lower psychological functions) are left in the periphery of the coverage, 12 and the focus on the individual play and fantasy barely mentioned at all. 13 WHY THE MARKET IDEA IS NOT SUFFICIENT It is a relief that the post-modernist empiricism masking itself in philosophically sophisticated formulations is on its way to loss of value on the epistemic market of contemporary social sciences (Valsiner, 2009a). Knowledge precisely because of its context-dependency is general in its nature. Without a possibility for generalization the discursive practices of any social science are of no knowledge value. Generalization of a scientific idea tested on the epistemic market is subsequently withdrawn from that market to be a tool usable in further epistemogenesis. The epistemic market is merely a part in the chain and even not an obligatory part 14 of knowledge construction processes, rather than the sole determiner of the value of scientific production. Markets only re-distribute value by the actions of consumers of knowledge who pretend to be producers. Pretend play is crucial in human development we pretend to be what we are not (yet), act as if we were and end up being different. Yet pretense can also remain a nonconstructive game a form of entertainment. We pretend that yet one more discovered statistically significant ANOVA or linear regression result may solve the problems. The data are created as linear representations by factory rules of the phenomena that can be safely assumed to be non-linear in nature. Yet our market demands require the pretend play of linearity to proceed with no consideration for the phenomena. A self-entertaining discipline stops being a Wissenschaft (Valsiner, 2009a). To avoid that fate a scientist s pretend actions need constant correction by the direct relation with the phenomena through intuitive understanding where to look for solutions (Branco & Valsiner, 1997) as well as efforts of intervention in the phenomena to test the pre-set assumptions. This is especially relevant if the scientist operates with a well-developed 12. As our contemporary social sciences block the notion of non-democratic, i.e. hierarchical orders. 13. The central tenet of ZPD ( zone of proximal development ) for Vygotsky is child s play (and later adolescent s imagination) within which the child raises above the present level of development. That individual core of ZPD is not mentioned when researchers look at the effects of the teaching/learning in the context with more experienced others. Yet it is the child alone or in social surroundings who develops. 14. For example, Gregor Mendel s knowledge construction proceeded and succeeded without any value construction on the epistemic markets during his lifetime. Historical unearthing of his ideas did put them onto the market where they survived but long after they were created.
12 92 Jaan Valsiner standpoint of some kind, rather than accepts the complexity of the world (Bastos & Rabinovich, 2009). Science is an adventure not a tourist trip. GENERAL CONCLUSIONS Development of a science is a bricolage innovation happens in ways that assemble its elements from varied sources social demands, available technologies, personal experiences of the scientists, availability or lack of research literature, occasional meetings with scientists from other fields, and other myriad of features that cannot be controlled or predicted. That multitude of features of constructing the given discipline s future may but need not automatically include borrowing from the history of the given discipline, or of the sciences as a whole. What would be the forward-oriented role of history of psychology as a tool for development of the discipline? It is a tool of reflexivity focused on the past, but oriented to the future. A careful analysis of a theme important in the past yet abandoned by the epistemic markets due to their fluctuations is to inform the future reconstruction of the discipline. For example at our present time we face the need for re-constructing the introspective method as the core of human psychological research methodology. Having been eradicated from the epistemic markets of psychology under the attack of ideologies (the behaviorist avalanche ), limits of the method itself (how to deal with the imageless thought ) and social macro-processes (World War I and its corresponding re-focusing of the social sciences on socially massive phenomena crowds in revolutions and wars, evaluation of persons within mass ornaments of armies, job candidates, or employees, etc), the method is currently on its way back. We can observe that in the increasing use of focus groups, narrative techniques, new focus on the individual case (Molenaar, 2007; Salvatore et al, 2009, Valsiner, 1986). A careful investigation into the history of the introspective method of its rise and fall would contribute constructively to the future development of the once-promising but now stagnant intellectual growth in psychology. REFERENCES Bastos, A.C., and Rabinovich, E. (2009 in press). Living in poverty: developmental poetics of cultural realities. Charlotte, N.C.: Information Age Publishers. Borgatti, S. P., Mehra, A., Brass, D.J., and Labianca, G. (2009). Network analysis in the social sciences. Science, 323, Branco, A. U., & Valsiner, J. (1997). Changing methodologies: A co-constructivist study of goal orientations in social interactions. Psychology and Developing Societies, 9, 1,
13 Why simple lessons from history are recurrently forgotten: The bubble of epistemic markets 93 Cairns, R. B. (1986). Phenomena lost. In J. Valsiner (Ed), The role of individual subject in scientific psychology (pp ). New York: Plenum. Couch, C. J. (1986). Markets, temples, and palaces. Studies in Symbolic Interaction, 7, A, Diriwächter, R., and Valsiner, J. (Eds.). (2008). Striving for the whole. New Brunswick, N.J.: Transaction Publishers. Evers, H.-D. (2005). Global knowledge: the epistemic culture of development. In R. Hassan (Ed), Local and global: social transformation in Southeast Asia (pp.3-17). Leiden: Brill. Foucault, M. (1998). Different spaces. In J. D. Faubion (Ed.), Michel Foucault- Aesthetics, method, and epistemology. Vol. 2 New York: The New Press. Freeman, L. C. (2004). The development of social network analysis: A study in the sociology of science. Vancouver, B.C.: Empirical Press. Goke-Pariola, A. (1993). Language and symbolic power: Bourdieu and the legacy of Euro-American colonialism in an African society. Language & Communication, 13, 3, Knorr Cetina, K (2005). How are global markets global? The architecture of a flow world In K. Knorr Cetina and A. Preda (Eds.), The sociology of financial markets (pp ). Oxford: Oxford University Press. Kvale, S. (2003). The church, the factory and the market: Scenarios for psychology in a postmodern age. Theory & Psychology, 13, 5, Molenaar, P. C. M. (2007). Psychological methodology will change profoundly due to the necessity to focus on intra-individual variation. IPBS: Integrative Psychological & Behavioral Science, 41, 1, Moreno, J. L. (1947). Sociometry and the social psychology of G.H. Mead. Sociometry, 10, Plattner, S. (1998). A most ingenious paradox: The market for contemporary fine art. American Anthropologist, 100, 2, Rosa, A. (1994). History of psychology as a ground for reflexivity. In A. Rosa and J. Valsiner (Eds), Explorations in socio-cultural studies. Vol. 1. Historical and theoretical discourse (pp ). Madrid: Fundacion Infancia y Aprendizaje Salvatore, S., Valsiner, J., Strout-Yagodzynski, S. and Clegg, J. (Eds.) (2009). YIS 2008: yearbook of idiographic science. Rome: G. Firreira. Simons, K. (2008). The misused impact factor. Science, 322, 165. Toomela, A. (2007). Culture of science: Strange history of the methodological thinking in psychology. IPBS: Integrative Psychological & Behavioral Science, 41, 1, Valsiner, J. (Ed.) (1986). The individual subject and scientific psychology. New York: Plenum.
14 94 Jaan Valsiner Valsiner, J. (2009a). Integrating psychology within the globalizing world: A requiem to the post-modernist experiment with Wissenschaft. IPBS: Integrative Psychological & Behavioral Science, 43, 1, Valsiner, J. (2009b). Cultural psychology today: Innovations and oversights. Culture & Psychology, 15, 1, Ziliak, S. T., McCloskey, D. (2008). The cult of statistical significance. Ann Arbor, Mi.: University of Michigan Press.
Guidelines for Integrative Core Curriculum Themes and Perspectives Designations The purpose of this document is to provide guidelines for faculty wishing to have new or existing courses carry Themes and
MATHEMATICS KNOWLEDGE FOR TEACHING WITHIN A FUNCTIONAL PERSPECTIVE OF PRESERVICE TEACHER TRAINING Pedro Gómez Universidad de Granada C/. Alisios 17, Albolote 18820, Spain Phone/Fax: (34)958537304 firstname.lastname@example.org
White paper for the CS Education Research Summit Josh Tenenberg I have two goals for this paper. The first is to go meta, to question the very research questions that we are to generate, by unpacking their
What will I study? Year One core modules currently include: Introduction to Psychology You will examine how psychology research is conducted and interpreted; a range of perspectives in psychology, including
La educación virtual como herramienta en la orientación educativa Virtual education as a tool in educational guidance Ma. Guadalupe Medina Zúñiga Colegio de Bachilleres del Estado de Querétaro. email@example.com
PROGRAM OBJECTIVES DEPARTMENT OF EDUCATION DEGREES OFFERED MASTER OF ARTS, EDUCATIONAL STUDIES (M.A.); MASTER OF ARTS, SCIENCE EDUCATION (M.S.); MASTER OF ARTS IN GERMAN WITH TEACHING LICENSURE (M.A.);
A Comparison of System Dynamics (SD) and Discrete Event Simulation (DES) Al Sweetser Andersen Consultng 1600 K Street, N.W., Washington, DC 20006-2873 (202) 862-8080 (voice), (202) 785-4689 (fax) firstname.lastname@example.org
Psychology (MA) ACADEMIC DIRECTOR: Carla Marquez-Lewis CUNY School of Professional Studies 101 West 31 st Street, 7 th Floor New York, NY 10001 Email Contact: Carla Marquez-Lewis, email@example.com
LEARNING THEORIES Ausubel's Learning Theory David Paul Ausubel was an American psychologist whose most significant contribution to the fields of educational psychology, cognitive science, and science education.
Two Axes of Domains for Domain Analysis Joseph T. Tennis Information School University of Washington Seattle, WA 98195-2840 ABSTRACT This paper adds two analytical devices to domain analysis. It claims
ART A. PROGRAM RATIONALE AND PHILOSOPHY Art education is concerned with the organization of visual material. A primary reliance upon visual experience gives an emphasis that sets it apart from the performing
Guide to the Focus in Mind, Brain, Behavior For History and Science Concentrators Science and Society Track Honors Eligible 2015-2016 Department of the History of Science Science Center 371 The Focus in
College of Arts and Sciences: Social Science and Humanities Outcomes Communication Information Mgt/ Quantitative Skills Valuing/Ethics/ Integrity Critical Thinking Content Knowledge Application/ Internship
Running head: PRE-PARADIGMATIC NATURE OF SCHOOL PSYCHOLOGY 1 Kuhn and the Pre-paradigmatic Nature of School Psychology Kelly Berry and Ronelle Krieger University of Calgary PRE-PARADIGMATIC NATURE OF SCHOOL
Curriculum Development for Doctoral Studies in Education Irine BAKHTADZE * Abstract Profound changes in high education which started in 1996 in Georgia have to be continued. We have to explore potentially
Proposal for Library Research Seminar V Excursions into Post-Modern Young Adult Librarianship Anthony Bernier Assistant Professor San Jose State University ABernier@slis.sjsu.edu Page 1 of 5 Over a decade
FROM TERRIBLE TO TERRIFIC UNDERGRADUATE ECONOMICS CURRICULA: An evidence- based assessment of an intellectual disaster, and a proposal for an alternative approach to economics teaching 1 PEPS- Économie
A brief introduction to Solution Focused Brief Therapy through the comparison with other traditional approaches. ã2011 Eva Golding As the named suggests Solution Focused Brief Therapy (SFBT), is an approach
Undergraduate Psychology Major Learning Goals and Outcomes i Goal 1: Knowledge Base of Psychology Demonstrate familiarity with the major concepts, theoretical perspectives, empirical findings, and historical
What is? The science of behavior and the mind behavior - observable actions of a person or animal mind - thoughts, feelings, sensations, perceptions, memories, dreams, motives and other subjective experiences
A Study in Learning Styles of Construction Management Students Amit Bandyopadhyay, Ph.D., PE, F.ASCE State University of New York -FSC Abstract Students take in and process information in different ways.
Cultural Analysis of Sport in the US Using Social Theories: How Can They Help Us Study Sports in Society? Week I KIN 507 Spring, 2008 Daniel Frankl, Ph.D. Professor of Kinesiology California State University,
Essay Towards a new paradigm of science in scientific policy advising 2007 Eva Kunseler Kansanterveyslaitos Environment and Health Department Methods of Scientific Thought Prof. Lindqvist Introduction:
Didactics Guide for CMMAS Faculty Silvana Casal Pedagogic Coordination One of CMMAS principle activities is guiding students professional development through courses and workshops taught in the Centre.
Cognitive History Timeline Review of Cognitive Psychology : History 1 Philosophical Considerations Schools of Thought Mind = the entity that can process information and display intelligence Brain = the
1 EVALUATION OF IMPORTANCE FOR RESEARCH IN EDUCATION ABSTRACT PRAMODINI D V*; K. ANU SOPHIA** *Assistant Professor, Department of Information Science and Engineering, PESSE, Bangalore - 100. **Assistant
Preface A Plea for Cultural Histories of Migration as Seen from a So-called Euro-region The Centre for the History of Intercultural Relations (CHIR), which organised the conference of which this book is
Abstract Both of Human Computer Interaction (HCI) and Psychology aim to deliver a useful, accessible and usable software. This paper intends to outline psychology in relation to the Human Computer Interaction
An Introduction to MODULE - I 1 AN INTRODUCTION TO PSYCHOLOGY As human beings our curiosity drives us to know the reasons behind various events happening around us. Whenever we meet somebody or see someone
GENERAL OVERVIEW STATEMENT OF THE PROBLEM 1 LITERATURE REVIEW 2 METHODOLOGY 3 FINDINGS 4 RESEARCH AND PEDAGOGICAL IMPLICATIONS 5 LIMITATIONS 6 CONCLUSIONS 7 STATEMENT OF THE PROBLEM United Nations Development
SOCIAL WORK IN EMERGENCIES MANUEL GUTIERREZ Treasurer. Spanish General Council Social Work firstname.lastname@example.org www.cgtrabajosocial.es SOCIAL WORK IN EMERGENCIES Conceptual Framework Definition
PHILOSOPHY AT COPENHAGEN BUSINESS SCHOOL by Ole Thyssen research professor, dr. phil Dept. Of Management, Politics and Philosophy Copenhagen Business School In 1986, a position in general systems theory
Orit Hazzan's Column Abstraction in Computer Science & Software Engineering: A Pedagogical Perspective This column is coauthored with Jeff Kramer, Department of Computing, Imperial College, London ABSTRACT
DOCTOR OF PHILOSOPHY IN EDUCATIONAL PSYCHOLOGY Program Description The PhD in Educational Psychology is designed for individuals who wish to pursue advanced scholarship and professional practice in a specific
BASICS OF PSYCHOLOGY A brief history of psychology A. before psychology B. the emergence of psychology C. early schools of psychology Theoretical approaches (Disciplines/Schools) Behaviourist Psychodynamic
Curriculum Handbook 7. General Education Requirements Overview This section outlines the standards for courses proposed to meet General Education Requirements for: Napa Valley College General Education
Chapter 2 Theories of Psychosocial and Cognitive Development Overview Erikson: Psychosocial Development Piaget: Cognitive Development Vygotsky: Cognitive Development Using Technology to Promote Cognitive
The Psychotherapeutic Professions in Chile Laura Moncada Department of Psychology, Universidad de Chile I. The Current Situation of Psychotherapeutic Professions 1. Identity of the psychotherapeutic professions.
Presentation. Identity and education: tendencies and challenges César Coll Leili Falsafi Universidad de Barcelona. Facultad de Psicología. Departamento de Psicología Evolutiva y de la Educación. Barcelona,
1 TECHNOLOGY AND SEMIOTIC REPRESENTATIONS IN LEARNING MATHEMATICS Jose Luis Lupiáñez Gómez University of Cantabria, Spain Abstract New technologies modify the socioculturals environments. The educational
Master List, Student Competencies (Learning Outcomes), Goal Areas 1-10 and WSU Intensive Courses/Additional Graduation Requirements (compiled from current WSU undergraduate catalog at http://catalog.winona.edu/preview_program.php?catoid=7&poid=884)
APA National Standards for High School Psychology Curricula http://www.apa.org/ed/natlstandards.html I. METHODS DOMAIN Standard Area IA: Introduction and Research Methods CONTENT STANDARD IA-1: Contemporary
PSYD CURRICULUM AND COURSE DESCRIPTIONS 0999A D The Evolving Professional This sequence begins with practice in the acquisition of the growth oriented counseling skills necessary for working with individuals,
Unifying Epistemologies by Combining World, Description and Observer Stuart Umpleby Research Program in Social and Organizational Learning The George Washington University Washington, DC Umpleby@gwu.edu
The Global Trends in the Attainment of Excellence: the Liberal Arts and Sciences Experience in the 21 st Century Undergraduate education and its discontents Decreased performance, deteriorated conditions,
LEARNING OUTCOMES FOR THE PSYCHOLOGY MAJOR Goal 1. Knowledge Base of Psychology Demonstrate familiarity with the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology.
SOCIAL STUDIES MODERN WORLD HISTORY GRADE 9 Curriculum Map and Standards 2015-2016 Aligned with Ohio s Learning Standards for Social Studies and the Common Core State Standards for Literacy in History/Social
University Policy Statement California State University, Fullerton GENERAL EDUCATION: GOALS FOR STUDENT LEARNING The Goals of General Education General education is central to a university education, and
Revista Colombiana de Estadística Volumen 30 No. 1. pp. 1 a 11. Junio 2007 Implementation of Statistics in Business and Industry Implementación de la estadística en los negocios y la industria Bovas Abraham
history (his) Mark R. Correll, Chair Mark T. Edwards David Rawson Charles E. White The fundamental purpose of the department of history, politics, and geography is to aid the student in gaining an understanding
1 2 3 4 5 Specialized Knowledge Broad and Integrative Knowledge Intellectual Skills Applied and Collaborative Learning Civic and Global Learning The Degree Qualifications Profile (DQP) provides a baseline
ALLGEMEINE FORST UND JAGDZEITUNG (ISSN: 0002-5852) Available online www.sauerlander-verlag.com/ Miracle Integrating Knowledge Management and Business Intelligence Nursel van der Haas Technical University
Focus Question What is social Darwinism? 1-2: Sociology: Then and Now Sociology Essential Questions How did the field of sociology develop? In what ways do the three main theoretical perspectives in sociology
I.B. SPECIFIC TEACHING FIELDS Standards for Certification in Early Childhood Education [26.110-26.270] STANDARD 1 Curriculum The competent early childhood teacher understands and demonstrates the central
Environmental Science Curriculum The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science. The Project 2061 s Benchmarks for Science Literacy
Adaptación de MoProSoft para la producción de software en instituciones académicas Adaptation of MoProSoft for software production in academic institutions Gabriela Alejandra Martínez Cárdenas Instituto
School of Advanced Studies Doctor Of Health Administration The mission of the Doctor of Health Administration degree program is to develop healthcare leaders by educating them in the areas of active inquiry,
School of Advanced Studies Doctor Of Management In Organizational Leadership/information Systems And Technology The mission of the Information Systems and Technology specialization of the Doctor of Management
Social Science A Common Core of Standards [27.200] All social science teachers shall be required to demonstrate competence in the common core of social science standards. In addition, each social science
Psychology Chair: Basma Faour, Ed.D. The Department of Psychology offers a B.A. program in General Psychology and M.A. programs in General Psychology, Clinical Psychology, Counseling, Industrial/Organizational
Social Work 282 School of Social Work St. Patrick s Building 469 Telephone: 788-5601 Fax: 788-7496 The School Director of the School: Gillian Walker Supervisor of Graduate Studies: Allan Moscovitch The
COS 511: Theoretical Machine Learning Lecturer: Rob Schapire Lecture #1 Scribe: Rob Schapire February 4, 2008 1 What is Machine Learning? Machine learning studies computer algorithms for learning to do
Education as Degrees and Certificates What is Undergraduate Education? K. P. Mohanan For many people, being educated means attending educational institutions and receiving certificates or degrees. This
Thinking About Psychology: The Science of Mind and Behavior 2e Charles T. Blair-Broeker Randal M. Ernst Methods Domain Introductory Chapter Module 02 History and Perspectives Module 2: History and Perspectives
Research Basis for Catchup Math Robert S. Ryan, Ph. D. Associate Professor of Cognitive Psychology Kutztown University Preface Kutztown University is a 4 year undergraduate university that is one of 14
DOCTOR IN EDUCATION COURSE DESCRIPTIONS A. CORE COURSES NEDD 800 Professionalism, Ethics, and the Self This introductory core course will explore and interrogate ideas surrounding professionalism and professionalization.
Models of Dissertation Research in Design S. Poggenpohl Illinois Institute of Technology, USA K. Sato Illinois Institute of Technology, USA Abstract This paper is a meta-level reflection of actual experience
Page 1 PSYCHOLOGY Psychology Honours Major: Experimental Stream I. Depth and Breadth of Knowledge A. UDLE.1.A: A developed understanding of psychology set in a deep knowledge of the history and ethos of
9.85 Cognition in Infancy and Early Childhood Lecture 2: Theoretical perspectives in developmental psychology: Piaget 1 Today CI-M instructors: Partner lectures Piagetian theory and stages Challenges to
Lies, Lies and Damn Business Psychology Assessment Tools Survey Blending Solutions Research with Application Training Consulting Services. Introduction Rather than lies, we are looking at mistruths. An
The Secularization of the Modern American University BY J. A. APPLEYARD, S.J. IN CONVERSATIONS ON JESUIT HIGHER EDUCATION, 10 (1996): 31-33 Appleyard is a Professor of English literature and the Vice President
EXECUTIVE MASTER IN CORPORATE COMMUNICATION Increasing corporate value in today s complex digital world through reputation management and communication with stakeholders. COURSE DESCRIPTION At a Glance
BA Honours with a Major in Psychology The BA Honours with a Major in Psychology is designed to provide a comprehensive overview of the discipline. The courses offered take students on a journey in which
Productivity in Knowledge Worker Teams Moreno A 1, Varanki H, Mahou A. Abstract The use of Information and Communication Technologies in work processes has not brought the expected productivity improvement.
PSYCHOLOGY PROGRAM LEARNING GOALS AND OUTCOMES BY COURSE LISTING Psychology 1010: General Psychology Learning Goals and Outcomes LEARNING GOAL 1: KNOWLEDGE BASE OF PSYCHOLOGY Demonstrate familiarity with
International Journal of Educational Research ] (]]]]) ]]] ]]] Who we become depends on the company we keep and on what we do and say together Gordon Wells Department of Education, Crown College, University
Annex 1: Assesing risk: threats, vulnerabilities and capacities There is no widely accepted definition of risk, but we can say that risk refers to possible events, however uncertain, that result in harm.
Assessment and Learning Partnerships Short Course for School Leaders Using Data for Decision-Making Unit 2 Data is essential in monitoring the learning progress a student is making. It is integral in identifying
Research into competency models in arts education Paper presented at the BMBF Workshop International Perspectives of Research in Arts Education, Nov. 4 th and 5 th, 2013. Folkert Haanstra, Amsterdam School
Beyond The Magic Circle Marinka Copier Conclusions and Implications 196 Conclusions and Implications The aim of this thesis has been to lend scientific credibility to a networked understanding of online
DELAWARE COLLEGE OF ART AND DESIGN 600 N MARKET ST WILMINGTON DELAWARE 19801 302.622.8000 INTERIOR DESIGN Total Credits: 70 Studio Credits: 46 Academic Credits: 24 SEMESTER I Drawing I 3 2D Design I: Black