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Library of Congress Collections Policy Statements: Psychology
LIBRARY OF CONGRESS COLLECTIONS POLICY STATEMENTS ±² Collections Policy Statement Index Psychology (Classes BF and Z7201-Z7204, with some Z8000s) Contents I. Scope II. Research strengths III. Collecting Policy IV. Acquisition Sources: Current and Future V. Collecting levels I. Scope The materials on psychology covered by this statement comprise physical collections in Class BF, with corresponding subject bibliographies in Z7201-7204, and also electronic, microform, manuscript or other formats of material whose subject areas would fall into these class designations. Bibliographies on individual psychologists, in the Z8000s, are also within the scope of this statement. Materials covering psychiatry are regarded as subsets of medicine, in various subclasses of R, since psychiatrists must first acquire M.D. degrees before specializing (see the Medicine Collections Policy Statement). Various topics outside the BF areas have psychological components and are classed within their own overall subject areas, e.g.: Religious Psychology (BL53 within Religion, BL); Educational Psychology (LB1051-1091 within Theory and Practice of Education, LB); Psychohistory (D16.16 within History [General], D); Psycholinguistics (P37 within Philology and Linguistics [General], P), Industrial Psychology (HF5548 within Business Administration, HF5001-6182). Works pertaining to the psychology of individual persons, ethnic groups, or classes of persons are cataloged within those overall subjects in the LC Classification scheme, but are given the topical subdivision “–Psychology” within the Library of Congress Subject Headings (LCSH) scheme; for example: “Abusive men—Psychology” (often HV6626 within Social Pathology, HV; or RC569.5.F3 within Neurology and psychiatry, RC321-571); “Actors—Psychology” (often PN2058 within Dramatic Representation: The Theater, PN2000-3307); “African Americans—Psychology” (E185.625 within History: American: African American, E184.5-185.98); or “Women—Psychology” (often HQ1206 within Women: Feminism, HQ1101-2030.7). -
Web of Science® Social Sciences Citation Index® 2012 March Web of Science® - Social Sciences Citation Index Source Publications
REUTERS/Claro Cortez IV SOURCE PUBLICATION LIST FOR WEB OF SCIENCE® SOCIAL SCIENCES CITATION INDEX® 2012 MARCH WEB OF SCIENCE® - SOCIAL SCIENCES CITATION INDEX SOURCE PUBLICATIONS TITLE ISSN E-ISSN COUNTRY PUBLISHER Abacus-A Journal of Accounting Finance and Business 0001-3072 1467-6281 AUSTRALIA WILEY-BLACKWELL Studies CONSEJO LATINOAMERICANO ESCUELAS ADM- Academia-Revista Latinoamericana de Administracion 1012-8255 COLOMBIA CLADEA ACADEMIC PSYCHIATRY 1042-9670 UNITED STATES AMER PSYCHIATRIC PUBLISHING, INC Academy of Management Annals 1941-6520 1941-6067 UNITED STATES ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD ACADEMY OF MANAGEMENT JOURNAL 0001-4273 UNITED STATES ACAD MANAGEMENT Academy of Management Learning & Education 1537-260X UNITED STATES ACAD MANAGEMENT Academy of Management Perspectives 1558-9080 UNITED STATES ACAD MANAGEMENT ACADEMY OF MANAGEMENT REVIEW 0363-7425 UNITED STATES ACAD MANAGEMENT ACCIDENT ANALYSIS AND PREVENTION 0001-4575 1879-2057 ENGLAND PERGAMON-ELSEVIER SCIENCE LTD ACCOUNTING AND BUSINESS RESEARCH 0001-4788 2159-4260 ENGLAND ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD Accounting and Finance 0810-5391 1467-629X AUSTRALIA WILEY-BLACKWELL Accounting Horizons 0888-7993 1558-7975 UNITED STATES AMER ACCOUNTING ASSOC ACCOUNTING ORGANIZATIONS AND SOCIETY 0361-3682 ENGLAND PERGAMON-ELSEVIER SCIENCE LTD ACCOUNTING REVIEW 0001-4826 UNITED STATES AMER ACCOUNTING ASSOC Across Languages and Cultures 1585-1923 1588-2519 HUNGARY AKADEMIAI KIADO RT UNIV CHILE, CENTRO INTERDISCIPLINARIO Acta Bioethica 0717-5906 1726-569X CHILE ESTUDIOS -
Centimeter 1.0
CD 955 r13' NO 95) A11141 -:" \ Association for Information and ImageManagement /.// 1100 Wayne Avenue. Suite 1100 Silver Spring. Maryland 20910 301/587-8202 :g0 ,D0 .6 Centimeter 1 2 3 10 11 12 13 14 15 mm 2 Inches 45111112 8 0115 1.0 o 2.2 130 11112.° 1.8 1.25 1.4 1.6 ,9> // S\ rt.c, MANUFACTURED TO AIIMSTANDARDS CSIJ BY APPLIED IMAGE, INC. "61', DOCUMENT RESUME ED 351 253 SO 022 506 AUTHOR Bjerstedt, Ake, Ed. TITLE Peace/War Issues from a Psychological Perspective: A Selective Bibliography, Nr. 113. INSTITUTION Lund Univ. (Sweden). Malmo School of Education. REPORT NO ISSN-0346-5039 PUB DATE Apr 92 NOTE 47p. PUB TYPE Reference Materials Bibliographies (131) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS Conflict Resolution; Educational Objectives; Elementary Secondary Education; Foreign Countries; Individual Development; Individual Psychology; Nuclear Warfare; *Peace; *Psychological Patterns; *Psychological Studies; *Psychology; Skill Development; Social Change; Social Science Research; War; World Affairs IDENTIFIERS *Peace Education ABSTRACT This bibliography lists publications about the psychological aspects of war and peace, and peace education in general. Among the specific themes touched upon are psychological aspects of violent conflict resolution, psychological principles underlying effective responses to war threats, psychological effects of war and peace, and the empowerment of individuals and groups to become more involved in and effective at peace-promoting activities. Most of the listed materials are in English, with some examples from other languages also included. (M) ************************k**************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** SCOPE OF INTEREST NOTICE The ERIC Facility has assigned this document for processing to: In our udgment, this document is also of interest to the Clear inghouses noted to the right. -
Problematic Encounter: Talks on Psychology and History
1 Problematic Encounter: Talks on Psychology and History Kurt Danziger Introduction (2010) ……………………………………………………………………… 2 (A) Background 1. The moral basis of historiography (1997) …………………………………………… 26 2. The autonomy of applied psychology (1990) ……………………………………….. 31 3. What I wish I knew in 1950 (1997) …………………………………………………. 39 (B) Psychological Objects 4. The social context of research practice and the priority of history (1993) ………….. 48 5. Natural kinds, human kinds and historicity (1997) ………………………………….. 55 6. Psychological objects, practice and history (1993) ………………………………….. 61 7. The historiography of psychological objects (2001) ………………………………… 87 (C) Consequences 8. Does the history of psychology have a future? (1994) ................................................ 96 9. Towards a polycentric history of psychology (1996) ………………………………. 112 (D) Historical Psychology 10. Long past, short history – the case of memory (2008) …………………………….. 120 11. Prospects of a historical psychology (2003) ………………………………………. 128 12. The Holy Grail of universality (2007) …………………………………...………… 138 2 Introduction (2010) When I was still a teacher of undergraduates, the beginning of each academic year was always a time for advising students on their course selections. I have long forgotten the details of these consultations, but there was one that remains in my mind to this day. It involved a young student who wanted to combine a heavy concentration of courses in psychology with an equally heavy concentration of courses on historical topics. However, she was worried that this would be regarded as a weird combination. Indeed, she said that her friends had told her it was weird and that casual comments by one or two faculty members had implied much the same thing. What did I think? Well, I thought it was a combination that made a lot of sense and advised her to go right ahead. -
LEADERS, CELEBRITIES, and the HERO COMPLEX: REMEMBERING SOUVIK RAYCHAUDHURI by Brian D’Agostino
REPRINT LEADERS, CELEBRITIES, AND THE HERO COMPLEX: REMEMBERING SOUVIK RAYCHAUDHURI by Brian D’Agostino Psychohistory News Winter 2021, ELECTION ISSUE Volume 40, No. 1 Editor, Gilda Graff [email protected] INTERNATIONAL PSYCHOHISTORICAL ASSOCIATION, CONTACTS: Brian D'Agostino, President [email protected] Michael Britton, Vice President [email protected] Marc-André Cotton, International Vice President [email protected] Theresa Aiello, Secretary [email protected] Denis J. O’Keefe, Treasurer [email protected] Inna Rozentsvit, Communications Director [email protected] Gilda Graff, Editor, Psychohistory News, [email protected] Susan Hein, Publisher, The Journal of Psychohistory [email protected] Paul Elovitz, Editor, Clio’s Psyche and listserv [email protected] Howard Stein, Member, IPA Leadership Council [email protected] 2 LEADERS, CELEBRITIES, AND THE HERO COMPLEX: REMEMBERING SOUVIK RAYCHAUDHURI by Brian D’Agostino A dear Bengali friend of mine passed away on September 29th at the untimely age of 53, survived by his wife Keya, their six year old daughter Swachchhatoya, and a large extended family. Known affectionately as Rangan, Souvik Raychaudhuri was the son of Dr. Manas and Mrs. Sutapa Raychaudhuri, his father an eminent psychology professor and his mother a mathematics teacher in one of Kolkata’s top secondary schools. His wife Keya Mukherjee is a graduate student in Environmental Science. Bengali psychohistorian Souvik Raychaudhuri (1967-2020) Souvik held a Ph.D. from the University of Calcutta, where he taught since 1998 in the Department of Psychology and mentored dozens of graduate students. His doctoral dissertation, published as Partition Trauma, The Oedipal Rupture, Dreaming: The Cinematic Will of Ritwik Kumar Ghatak (Papyrus, 2000), positioned him as a pioneer in the psychoanalytic exploration of Indian cinema. -
September-2015
Clio’s Psyche Understanding the “Why” of Culture, Current Events, History, and Society Psychohistory at the Crossroads Symposium The Past, Present, and Future of Psychohistory The Baltimore Riots Freud’s Analysis of His Daughter The Ordeal of Alfred Dreyfus Memorials: Peter Gay and Eli Sagan Psychohistory Meeting Reports Volume 22 Numbers 1-2 June-September 2015 Clio’s Psyche Vol. 22 No. 1-2 June-Sept 2015 ISSN 1080-2622 Published Quarterly by the Psychohistory Forum 627 Dakota Trail, Franklin Lakes, NJ 07417 Telephone: (201) 891-7486 E-mail: [email protected] Editor: Paul H. Elovitz Book Review Editor: Ken Fuchsman Editorial Board Herb Barry, PhD University of Pittsburgh • C. Fred Alford, PhD University of Maryland • James W. Anderson, PhD Northwestern University • David Beisel, PhD RCC-SUNY • Donald L. Carveth, PhD, York University • Ken Fuchsman, EdD University of Connecticut • Bob Lentz • Peter Loewenberg, PhD UCLA • Peter Petschauer, PhD Appalachian State University Subscription Rate: Free to members of the Psychohistory Forum $72 two-year subscription to non-members $65 yearly to institutions (Add $60 per year outside U.S.A. & Canada) Single issue price: $21 We welcome articles of psychohistorical interest of 500 - 1,500 words and a few longer ones. Copyright © 2015 The Psychohistory Forum Psychohistory at the Crossroads Symposium The Past, Present, and Future of Psychohistory The Baltimore Riots Freud’s Analysis of His Daughter The Ordeal of Alfred Dreyfus Memorials: Peter Gay and Eli Sagan Psychohistory Meeting Reports Volume 22 Numbers 1-2 June-September 2015 Clio’s Psyche Understanding the “Why” of Culture, Current Events, History, and Society Volume 22 Number 1-2 June-Sept 2015 _____________________________________________________________________ Psychohistory at the Crossroads Symposium Psychohistory Is an Approach Rather than a Discipline. -
General Psychologist a Publication of the Society of General Psychology ~ Division 1
TH E General Psychologist A Publication of the Society of General Psychology ~ Division 1 Inside this issue President’s Column (3) Division 1 Mission State- ment & Goals (5) Featured Arti- cle on Father- hood (12) Featured Arti- cle on Mind- fulness (20) IamPsyched! Museum Day Live! 2016 (23) Special points of interest Featured How many of us have had the pleasure to celebrate in person a 100th birth- Graduate Stu- dent Article day? On June 30, 2015, at Fordham University, over 75 students and colleagues (6) were given that rare pleasure by the legendary psychologist Jerome Bruner, at a gathering to celebrate his long-awaited centenary. “Stanley Mil- gram: The The two-part evening began at 5 pm with an illustrated lecture and forum on Experiment- er” (16) "Psychology in Manhattan--its fascinating history," featuring a panel of 8 experts, three of them past-Presidents of the APA Society for General Psychology: Frank Trivia Quiz Farley (leaders in psychology), Florence Denmark (gender), Harold Takooshian (17) (moderator), as well as Uwe Gielen (international), Sharon Brennan Book Review (psychoanalysis), Leonard Davidman (NYSPA), Henry Solomon (social), and (25) Rafael Javier (forensic). Photo Credit Valerie Kolnik: Dr. Bruner receives good wishes and a 100th birthday cake delivered by Division One past-Presidents Frank Farley and Harold Takooshian (photo by Valerie Kolnik) Volume 50, Issue 2 American Psychology Association (APA) April/May, 2016 New York psychologists saluted "Dr. Jerome Bruner @ 100!" Author Oliver Sacks saluted his dear friend Jerry at his last public appearance, before he passed away on August 30, 2015. (photo credit Dinesh Sharma) What great joy filled the room at 6:30, when Dr. -
The Use of Unusual Psychological Theories in Psychobiography: a Case Study and Discussion
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by University of Southern Queensland ePrints The use of unusual psychological theories in psychobiography: A case study and discussion Carol du Plessis1 and Christopher R. Stones2 Abstract This chapter argues for the use of ‘unusual’ theories in psychobiographical research through the presentation of a case study using such a theory. Historically, psychobiographical research has predominantly made use of the work of psychoanalytic and psychodynamic theorists and developmental theorists, while more recent psychobiographical approaches have preferred more modern, empirically based. However, over reliance on a few theories within psychobiographical research creates the possibility for narrow explanations of complex lives. Given the proliferation of theoretical modes in psychology the current use of theory barely scratches the surface of available explanatory paradigms. This chapter argues for the value of casting the explanatory net wider, and for the inclusion of more psychological theories in psychobiographical work. Using a psychobiographical case study, the chapter illustrates how a ‘forgotten’ psychological theory (script theory, based on the work of Tomkins) can serve as an extremely useful explanatory paradigm for a complex religious figure. The case study focuses on Gordon Hinckley (b. 1910, d. 2008), the fifteenth president of The Church of Jesus Christ of Latter-Day Saints (commonly referred to as the Mormon Church), who remains a prominent figure in contemporary Mormonism and played a key role in the rapid growth and increasingly positive public profile of the Religion throughout the twentieth and twenty-first centuries. Using Tomkins’ script theory in conjunction with a psychobiographical method and the analysis of data gathered from published speeches, this study explores Hinckley’s personality structure and identifies three core psychological scripts. -
Transpersonal Psychology and the Interpretation of History: a Reading of the Gettysburg Address
TRANSPERSONAL PSYCHOLOGY AND THE INTERPRETATION OF HISTORY: A READING OF THE GETTYSBURG ADDRESS Mark B. Ryan, Ph.D. Universidad de las Ame´ricas, Puebla Cholula, Puebla, Me´xico ABSTRACT: Transpersonal psychology continues to have impact far beyond the discipline of psychology alone. Providing a broader context for studying key historical figures, events, and movements is one example. The transpersonal perspective is particularly relevant in psychohistorical study, especially in the interpretation of political rhetoric. In certain instances, it can help explain the formal structure and broad appeal of memorable political orations. As an illustration, the author applies Stanislav Grof’s notion of basic perinatal matrices in a close reading of one of the most significant speeches in American political history: Abraham Lincoln’s Gettysburg Address. Transpersonal psychology and the discipline of history have much to offer each other. An array of key historical figures, events, and movements awaits exploration by psychohistorians who are knowledgeable about and equipped with a transpersonal orientation. A transpersonal perspective is not often seen even among the copious analyses surrounding memorable addresses by national leaders. One example warranting further attention is Abraham Lincoln and his Gettysburg Address. If ever there were an American president who, by bent and temperament, was in touch with the transpersonal dimension, it is Abraham Lincoln. His famous ‘‘melancholy,’’ remarked on by contemporaries and biographers, was seen in his own Romantic era as liminal—evidence of contact with the numinous dimensions in his own personality and the cosmos (Wills, 1992, pp. 72–75). Lincoln was attentive to his own dreams, to the point of sometimes letting them guide his practical actions in family affairs,1 and his law partner and contemporary biographer described him as alert to portents and omens (Herndon & Weik, 1942/1889, p. -
Psychiatrist As Psychohistorian
Task Force Reports This is the eleventh report in a monograph series authorized by the Board of Trustees of the American Psychiatric Association to give wider dissemination to the findings of the Association's many commissions, committees, and task forces that are called upon from time to time to evaluate the state of the art in a problem area of current concern to the profession, to related disciplines, and to the public. Manifestly, the findings, opinions, and conclusions of Task Force Reports do not necessarily represent the views of the officers, trustees, or all members of the Association. Each report, however, does represent the thoughtful judgment and consensus of the task force of experts who formulated it. These reports are considered a substantive contribution to the ongoing analy- sis and evaluation of problems, programs, issues, and practices in a given area of concern. Robert W. Gibson, M.D. President, APA, 1976-1977 Library of Congress Catalogue No. 76-15707 Copyright 1976 by the American Psychiatric Association 1700 18th Street N.W., Washington, D.C. 20009 THE PSYCHIATRIST AS PSYCHOHISTORIAN Report of the Task Force on Psychohistory of the American Psychi- atric Association Charles K. Hofling, M.D., Chairperson John E. Mack, M.D. Chester Pierce, M.D. Kent E. Robinson, M.D. W. Donald Ross, M.D. Barry Smolev, M.D. John Bouma, M.D. (Consultant) Walter C. Langsam, Ph.D. (Consultant) Bruce Mazlish, Ph.D. (Consultant) Approved for Publication by the Council on Emerging Issues (1975-1976) Jerry M. Lewis, M.D., Chairperson Perry Ottenberg, M.D., Vice-Chairperson Edward T. -
The Behaviorist Concept of Mind Be Impatient with Behavioristic Attempts to Account for His Achievements
Commentary I Skinner: Behaviorism at fifty the terms of "mentalism" that human agency is an essential to comprehend social and political life. These works are not to be aspect of all significant social and historical occurrences; further, depreciated. As a "social psychology" Plato's Republic is nearly that human agency is not totally determined or "shaped" from radically behavioristic and is, if I may say, rather more sensitive without and is not exercised except by a knowing and an aware to the limitations of behaviorism than are any number of con- entity with purposes. temporary writers. But to put the case briefly, I note only that The critique of mentalism. Skinner has reminded us often of mentalism is adopted when the facts of human conduct are most the defects of the "homunculus" theory and has put on notice plausibly explained in mentalistic as opposed to behavioristic or those traditional "humanistic" programs that would construct a physiological terms. scientific psychology by placing little persons within the frame Behaviorism at 70. Skinner would have behaviorism prosper of the visible one. I have applauded this critique elsewhere and as something richer than mere descriptivism or "Baconian" have brought it to bear on several trendy "third force" schools science. But he has not said what this promised behaviorism will (Robinson 1979). But as Skinner would not want to associate look like or how it will differ from just that "Baconian" body that himself with everything said under the banner of behaviorism, was propped up 20 years ago. It is my judgment that the triumph so too there are "mentalists" who would not accept the burden of behaviorism in the 1940s and 1950s was due less to its intrinsic of defending everything said in behalf of mentalism. -
Integrating Concepts of Childhood and the History of Education
The Irish Journal o f Education, 1978, xii, 1, pp. 51-68. INTEGRATING CONCEPTS OF CHILDHOOD AND THE HISTORY OF EDUCATION R. L. Schnell* The University o f Calgary The present paper attempts to integrate evidence and theories from history of childhood and family life into the study of history of education by emphasizing theoretical coherence and the development of skills of historical analysis and synthesis. After explicating a constructionist theory of history which establishes interpretation as the central aim of historical inquiry, three models of childhood by deMause, Erikson, and Aries, are analyzed, compared, and used to interpret historical data. The development of the common school is then interpreted in terms of the emergence of childhood as a social category and the changing nature of the family as an institution. A problem arising out of the proliferation of academic specialities is how and to what extent they can be integrated into traditional programmes offered by faculties and departments of education. Often, new and exciting developments within scholarly fields are inadequately incorporated into courses for intending teachers. Reasons for limited success are, of course, extremely varied. Leaving aside the personal failures of skill, judgment, and intellectual power in pedagogical practice, the most notable difficulty centres on the students’ question as to the ‘relevance’ of such academic work to their careers as teachers. Knowledge that enables historians of education to see formal educational institutions and activities as part of societal and historical configurations in which they are both actors and acted-upon is frequently seen by students as interesting but more properly part of a general or liberal education rather than of their professional training.