The history of psychological categories

Smith, Roger

doi:10.1016/j.shpsc.2004.12.006

Cited by 40 publications

(40 citation statements)

References 31 publications

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“…There was no continuity from eighteenth century "experimental psychology" to the psychology courses taught at universities. The evidence rather seems to corroborate Smith's (2005) argument that "there is no one thing that we can call 'psychology' in either the present or the past, not an institutionalized discipline, not a body of knowledge and not a way of being human in the world" (p. 89).…”

Section: Resultsmentioning

confidence: 80%

“…In terms of academic eminence during their time, a ranking would have to begin with Herbart, followed by Beneke, and Waitz. These are exactly the same names that Smith (2005) uses when he lists them as early examples of a "coherent science of psychology" (p. 62).…”

Section: Local Institutionalization and Psychological Programsmentioning

confidence: 83%

“…He argued for continuity because "psychology as a natural science was not invented during the eighteenth century, but remade" (Hatfield, 1995, p. 188; for a detailed overview, see Smith, 2005). There is evidence showing that continuity theorists are right in pointing out that psychological topics have been studied for a much longer time, but there is also evidence that discontinuity historians are correct when they show that psychology as a discipline was formed (depending on the criteria) in the eighteenth, nineteenth, or twentieth century.…”

Section: Local Institutionalization and Psychological Programsmentioning

confidence: 99%

“…More importantly, philosophical conceptualizations of the first half of the nineteenth century were significant for later researchers, as Willy (1899) has pointed out in his critique of the continuity of speculative thinking in psychology. More recently, historiography has accumulated knowledge that specifically includes the first half of the nineteenth century (Eckardt, 2000;Gundlach, 2004;Hatfield, 1990;Leary, 1978;Sachs-Hombach, 1993a;Smith, 2005). …”

mentioning

confidence: 99%

“…Dessoir (1902) also mentioned an analytic psychology that focused on the detailed account of inner feelings, as well as the description of personal thoughts, emotions, and desires. As Smith (2005) suggested: "Discipline formation took place in a piecemeal manner; there was no one seminal figure, and its roots were at least as much in 'applied' as in academic settings" (p. 63).…”

mentioning

confidence: 99%

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Local institutionalization, discontinuity, and German textbooks of psychology, 1816–1854

Teo

2007

J History Behavioral Science

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In the context of social and intellectual developments and the changing role of German universities in the first half of the nineteenth century, which led to the local institutionalization of the discipline of psychology at German universities, the structure and content of textbooks of psychology are discussed. Textbooks in the first half of the nineteenth century had a pedagogical function in training teachers, in socializing students into the field, and in providing students and readers with knowledge about the subject matter, methodology, and topics of psychology. The textbooks, representative of influence, philosophical-psychological orientations, and different decades in the first half of the nineteenth century, are reconstructed with regard to the definition of psychology, the ways of studying the soul, and how to conceptually organize the field. The textbooks by Herbart, Beneke, and Waitz, which were written within a natural-scientific programmatic vision for psychology, are contrasted with the traditional philosophically intended textbooks of Reinhold, Mußmann, George, and Schilling. Fischhaber's textbook for Gymnasien is summarized. Issues regarding the continuity of psychology are discussed, and discontinuous developments in the history of German psychology are identified. © 2007 Wiley Periodicals, Inc.Contemporary textbooks on the history of psychology share the view that the nineteenth century was crucial in the transformation of psychology from a philosophical to an empirical discipline and in the separation of psychology from philosophy (see also Green, Shore, & Teo, 2001;Richards, 1996; Windelband, 1892Windelband, /1958. However, the majority of historical research focuses on the second half of the nineteenth century, when German psychology has been iden- Thus, the first half of the nineteenth century and earlier periods appear only as precursors to experimental psychology. This is most clearly expressed in Boring's (1950) classical study, where he discussed only Immanuel Kant (1724-1804), Johann Friedrich Herbart (1776-1841), and Rudolf Hermann Lotze (1817-1881) as early nineteenth-century psychologists. Yet, Kant belonged more to the eighteenth than to the nineteenth century, and Lotze published his most important works in the second half of the nineteenth century. More importantly, philosophical conceptualizations of the first half of the nineteenth century were significant for later researchers, as Willy (1899) has pointed out in his critique of the continuity of speculative thinking in psychology. More recently, historiography has accumulated knowledge that specifically includes the first half of the nineteenth century (Eckardt, 2000;Gundlach, 2004;Hatfield, 1990;Leary, 1978;Sachs-Hombach, 1993a;Smith, 2005).

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Section: Resultsmentioning

confidence: 80%

Section: Local Institutionalization and Psychological Programsmentioning

confidence: 83%

Section: Local Institutionalization and Psychological Programsmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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Local institutionalization, discontinuity, and German textbooks of psychology, 1816–1854

Teo

2007

J History Behavioral Science

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The Making of Extraordinary Psychological Phenomena

Lamont¹

2012

J History Behavioral Science

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This article considers the extraordinary phenomena that have been central to unorthodox areas of psychological knowledge. It shows how even the agreed facts relating to mesmerism, spiritualism, psychical research, and parapsychology have been framed as evidence both for and against the reality of the phenomena. It argues that these disputes can be seen as a means through which beliefs have been formulated and maintained in the face of potentially challenging evidence. It also shows how these disputes appealed to different forms of expertise, and that both sides appealed to belief in various ways as part of the ongoing dispute about both the facts and expertise. Finally, it shows how, when a formal Psychology of paranormal belief emerged in the twentieth century, it took two different forms, each reflecting one side of the ongoing dispute about the reality of the phenomena.

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Movements, Memory, and Mixture: Aristotle, Confusion, and the Historicity of Memory

Sutton

2020

Studies in the History of Philosophy of Mind

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The history of psychological categories

Cited by 40 publications

References 31 publications

Local institutionalization, discontinuity, and German textbooks of psychology, 1816–1854

Local institutionalization, discontinuity, and German textbooks of psychology, 1816–1854

The Making of Extraordinary Psychological Phenomena

Movements, Memory, and Mixture: Aristotle, Confusion, and the Historicity of Memory

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