Historically grounding the practice of psychology: implications for professional training

The author explores 3 ways the history of psychology can be made relevant to professional training in clinical psychology. Focusing on the practitioner-scholar model of clinical professional training, he argues that 3 central facets of historical understanding can be wedded to existing goals of professional training: (a) providing an interdisciplinary context for psychology, (b) addressing concerns about humans in the field, and (c) mediating theory-practice tensions that often exist in professional training. Suggestions are also made for encouraging historical understanding as essential to fostering critical self-reflection among students preparing for careers in professional psychology.     

Clinical Pastoral Education: reflections on the past and future of a movement

In the year 2000, the celebration of seventy-five years of Clinical Pastoral Education (CPE) in the United States included attention to the history of the movement. A history of the past twenty-five years of the Association for Clinical Pastoral Education (ACPE) was published, plus several regional histories. This article grows out of the author's study of the history of the Northeast Region of ACPE in the context of the history of the Clinical Pastoral Education movement. The focus of this article is "the vision question"; that is, "What has happened to the visions of clinical training that were important in the beginning of the movement?" The history of the relations of clinical training to theological education is traced from the beginnings of CPE to the present time, with special emphasis on developments in the Northeast. Two implications of this historical review for the future of the movement are suggested.     

When groups have a lot to lose: Historical continuity enhances resistance to a merger

In two studies, we examined how perceptions of historical continuity affect group members' responses when their group is facing an upcoming merger. We found that perceived historical continuity was a unique predictor of resisting an upcoming merger between various army regiments in Scotland among those associated with the Black Watch (Study 1; N = 308) and those associated with a range of Scottish army regiments (Study 2; N = 498). We found that the perceived break with the past that the merger would involve mediated the relationship between historical continuity perceptions and merger resistance. However, we also found that when there was some reassurance that historical continuity of the pre‐merger group would be preserved in the merged context (i.e. regiments could keep their pre‐merger names), resistance to the merger was reduced (Study 2). We conclude that historical continuity perceptions can be a resource for groups that they will strive to protect in the face of future identity change. The findings underline the important role of group history perceptions in understanding present group dynamics. Copyright © 2010 John Wiley & Sons, Ltd.     

Historical understanding and teaching in professional psychology

The teaching of the history of psychology in professional psychology training programs presents to students and teachers any number of opportunities and challenges. The increasing number of professional psychologists teaching the history of psychology coupled with advances in historical scholarship point to an ongoing evolution in the teaching of the history of psychology. In this introduction to the articles that follow, issues of content and context in teaching the history of psychology in professional psychology are discussed and affirmations offered.     

Christianity in Iran: A Brief Survey

This article reviews the long and varied history of Christianity in the country now known as Iran. The historical emphasis is on the Assyrian Church of the East, although other churches are also mentioned. The relationship, successively, with Zoroastrianism and with Islam, as the dominant religious traditions, is discussed, as are its implications for the wider Islamic world. Western contacts with Iran, and, in particular, those of western churches, are also examined. In the light of this historical analysis, and from discussion of the situation since the Islamic Revolution, some conclusions are advanced about the prospects for Christianity in the new contemporary context.     

The clinician in the university: Reflections on a South African psychoanalytically oriented doctoral programme

There is increasing interest, both internationally and in South Africa, in strengthening the relationship between psychoanalytic practice and research. This paper reports on a psychoanalytically oriented doctoral programme offered at the University of the Witwatersrand in South Africa. The programme is described in relation to the broader context of the historical relationship of psychoanalysis to the university as well as to the specific context of the history of psychoanalysis in South Africa. Key challenges of the programme, specifically concerning research tensions and methodological and theoretical tolerance, are subsequently explored. The way in which these challenges manifested within a group context illustrates their potential for conflict as well as productive debate. The paper reflects on how this specific programme illuminates and extends some of the broader debates in the field of psychoanalysis.     

Naming/Power: Linguistic Engineering and the Construction of Discourse in Early China

The interplay between language and politics has been the subject of increased academic interest in the last few decades. The idea that language can be used as a device not only for communication but also for control and manipulation, however, is by no means new. This article traces the emergence of one of the first fully formed Chinese theories of language, Xunzi’s ‘rectification of names’ doctrine, in order to reconstruct a social history of language in early China. In addition to situating Xunzi’s philosophical system in the intellectual and historical context of the late Warring States period, this article also draws on Michel Foucault’s theory of knowledge and power to argue that early Chinese thinkers were fully aware of language’s constitutive role in the restoration of sociopolitical stability and thus sought to portray linguistic engineering as an efficacious, noncoercive, tool of government as part of an overarching single ruler-based political system.     

Causal and Symbolic Understanding in Historical Epistemology

The term “historical epistemology” can be read in two different ways: (1) as referring to a program of ‘historicizing’ epistemology, in the sense of a critique of traditional epistemology’s tendency to gloss over historical context, or (2) as a manifesto of ‘epistemologizing’ history, i.e. as a critique of radical historicist and relativist approaches. In this paper I will defend a position in this second sense. I show that one can account for the historical development and diversity of science without disavowing the relevance of a (normatively understood) epistemology and without denying the existence of human cognitive universals across historical and cultural differences. In support of my thesis, I draw on cognitive scientific research on causal and symbolic cognition, arguing that causal understanding constitutes a basic part of science, which, in the course of its development, becomes more and more superimposed by a culturally and historically variable symbolic superstructure.     

Redefining the Meaning of Negative History in Times of Sociopolitical Change: A Social Creativity Approach

This article explores the role negative history plays in political discourse on crisis management and how times of sociopolitical change in turn influence the strategies that can be employed to write a positive historical charter. Choosing Germany as a case study, we analyzed how political leaders negotiate Germany's narrative and political role during the European “refugee crisis” in speeches (n = 332) held between 2015 and 2018. Applying a combination of corpus-based and qualitative narrative analysis, we found that the context of a crisis is used to attach new meaning to Germany's role in World War II. By focusing on the lessons learned from history and pointing out the parallels between the current crisis and sociopolitical developments that took place 80 years ago, Germany is presented as the ideal advocate for a free and united Europe, a narrative that legitimizes its advancingly dominant role within the EU and beyond. The analysis demonstrates how times of change can facilitate social creativity strategies for nations whose past is dominated by negative history, with implications for the theory of identity management.     

Gender in linear and nonlinear history

In response to Helen Gediman's notion of premodern, modern, and postmodern eras in the study of gender, an argument is made for a non-linear approach to this history and for situating it in the context of other historical developments-social, personal, intellectual, and institutional. Differences among modern and postmodern positions in the matter of the role of the body and of social construction are discussed. The impact of transgender and intersex communities and voices on psychoanalytic thinking is examined, as are the elements of intergenerational transmission of trauma on gender experience both conscious and unconscious.     

Historizing Epistemology in Psychology

The conflict between the psychometric methodological framework and the particularities of human experiences reported in psychotherapeutic context led Michael Schwarz to raise the question whether psychology is based on a methodological error. I take this conflict as a heuristic tool for the reconstruction of the early history of psychology, which bears witness to similar epistemological conflicts, though the dominant historiography of psychology has largely forgotten alternative conceptions and their valuable insights into complexities of psychic phenomena. In order to work against the historical amnesia in psychology I suggest to look at cultural-historical contexts which decisively shaped epistemological choices in psychology. Instead of keeping epistemology and history of psychology separate, which nurtures individualism and naturalism in psychology, I argue for historizing epistemology and for historical psychology. From such a historically reflected perspective psychology in contemporary world can be approached more critically.     

Factors regulating the effects of hippocampal inactivation on renewal of conditional fear after extinction

After extinction of fear to a Pavlovian conditional stimulus (CS), contextual stimuli come to regulate the expression of fear to that CS. There is growing evidence that the context dependence of memory retrieval after extinction involves the hippocampus. In the present experiment, we examine whether hippocampal involvement in memory retrieval after extinction is related to the history of CS presentations in the context used for retrieval testing. We used infusions of muscimol to inactivate the dorsal hippocampus (DH) during postextinction retrieval tests that were conducted in contexts that differed in their history of CS presentations in that context. We found that DH inactivation affected the context-dependent retrieval of extinction (i.e., renewal) when testing occurred in a context that had no history of CS exposure, but not in a context that reliably predicted the CS. These results are discussed in terms of theories regarding the role of the hippocampus in contextual memory retrieval.     

Developing spirituality through the use of literature in history education

This paper demonstrates the significant potential for history teachers to contribute to the development of children’s spirituality through the use of literature within the history curriculum. Using four case studies of history teaching in English comprehensive schools, the paper outlines a holistic approach to the subject – drawing upon art and music as well as literature – to foster children’s capacity for meaning‐making from historical interpretations. The paper argues that history education prepares children for the spiritual by virtue of three elements unique to the subject: First, the subject matter and conceptual content of history provide the context for students to engage with the complexity of questions at the essence of the human condition, establishing a cognitive conflict through which spiritual development is fostered. Second, the subjectivity of historical knowledge allows for the development of a community of ethical enquiry within the classroom through which individuals can explore their own ideas and beliefs as well as those of others. Such enquiry fosters the development of reflexive empathy – the capacity to reflect on one’s own life in the light of understanding the lives of others. Third, the subject provides children with a language through which they can articulate their thoughts, beliefs and feelings. The paper argues that these unique elements are significantly strengthened through the complementary use of literature within history lessons, providing a powerful methodology which fosters children’s spirituality.     

Heidegger’s resonance with engineering: The primacy of practice

This paper describes how some aspects of Martin Heidegger’s philosophy resonate strongly with an engineering outlook. He argued that practice was more “primordial” than theory, though preserving an important role for theoretical understanding as well, thus speaking to the gap between engineering education (highly theoretical) and engineering practice (mostly empirical). He also underlined the reality of “average” practices into which we are socialized, though affirming the potential for original work and action too, thus providing the grounds for self-actualization whether within the routine or in transcending it. His notion of “thrownness” emphasizes the importance of context, with which engineers are constantly engaged. While all this relates to the idea of our “being”, Heidegger also dealt with the influence of time on our practices. Future death could be seen as spurring innovation, cultural history as a source for critiquing current practice and the present “situation” as the immediate context for corrective action. His major book is appropriately called “Being and Time”.¹     

A Tamil Muslim Sūfï

The Sufi biography has a certain historical value and significance, when we take into account the historical context and the social environment in which the Sufi comes into existence and evolves. In this paper, I have made a modest attempt in this direction, first by portraying the life history of the obscure, little known Tamil Sufi of Pondicherry, saint Sayyid Ahmad Moula Sahib, reconstituted exclusively from oral sources and then by unravelling its historical and social value. Though the life history of the Sufi is always shrouded in mystery, yet all is not mystery, when we consider it in the light of the actual social and historical background, if available. This is not always an easy task.     

Identity,past and present,in an historical child-care setting

This article puts into context the service offered today to adults (former pupils) who grew up in the care of the Foundling Hospital. Key issues referred to are attachment, loss, identity and the urge to reconnect with one's personal history. Reflections on these issues are based on the experience of Coram Family social workers, who have for the past thirty years provided a birth-record service to the former pupils of the Foundling Hospital and their descendants. It is a moving experience to hear from this group of individuals something of what it has meant to have grown up in such particular circumstances. Although there are many echoes with adoption and fostering today, other significant issues are raised which do not apply in the work of family placement as it is now practised. Some historical background is given below in order to set the scene for this unique piece of child-care history, also to allow examination of the challenges faced by some 20,000 children over 200 years, in recognition of which the service to those former pupils and their families is still offered.     

Bringing radical behaviorism to revolutionary Brazil and back: Fred Keller's Personalized System of Instruction and Cold War engineering education

This article traces the shifting epistemic commitments of Fred S. Keller and his behaviorist colleagues during their application of Skinnerian radical behaviorism to higher education pedagogy. Building on prior work by Alexandra Rutherford and her focus on the successive adaptation of Skinnerian behaviorism during its successive applications, this study utilizes sociologist of science Karin Knorr Cetina's concept of epistemic cultures to more precisely trace the changes in the epistemic commitments of a group of radical behaviorists as they shifted their focus to applied behavioral analysis. The story revolves around a self‐paced system of instruction known as the Personalized System of Instruction, or PSI, which utilized behaviorist principles to accelerate learning within the classroom. Unlike Skinner's entry into education, and his focus on educational technologies, Keller developed a mastery‐based approach to instruction that utilized generalized reinforcers to cultivate higher‐order learning behaviors. As it happens, the story also unfolds across a rather fantastic political terrain: PSI originated in the context of Brazilian revolutionary history, but circulated widely in the U.S. amidst Cold War concerns about an engineering manpower(sic) crisis. This study also presents us with an opportunity to test Knorr Cetina's conjecture about the possible use of a focus on epistemic cultures in addressing a classic problem in the sociology of science, namely unpacking the relationship between knowledge and its social context. Ultimately, however, this study complements another historical case study in applied behavioral analysis, where a difference in outcome helps to lay out the range of possible shifts in the epistemic commitments of radical behaviorists who entered different domains of application. The case study also has some practical implications for those creating distance learning environments today, which are briefly explored in the conclusion.     

Research Ethics Education in the STEM Disciplines: The Promises and Challenges of a Gaming Approach

While education in ethics and the responsible conduct of research (RCR) is widely acknowledged as an essential component of graduate education, particularly in the STEM disciplines (science, technology, engineering, and math), little consensus exists on how best to accomplish this goal. Recent years have witnessed a turn toward the use of games in this context. Drawing from two NSF-funded grants (one completed and one on-going), this paper takes a critical look at the use of games in ethics and RCR education. It does so by: (a) setting the development of research and engineering ethics games in wider historical and theoretical contexts, which highlights their promise to solve important pedagogical problems; (b) reporting on some initial results from our own efforts to develop a game; and (c) reflecting on the challenges that arise in using games for ethics education. In our discussion of the challenges, we draw out lessons to improve this nascent approach to ethics education in the STEM disciplines.     

From uncertain boundaries to uncertain identity: Effects of entitativity threat on identity–uncertainty and emigration

When people feel uncertain about their national identity, they may want to emigrate from their nation. This uncertainty can arise when people are exposed to an alternative historical narrative about their own national (ingroup) origins promoted by a neighboring nation (outgroup). Drawing on uncertainty–identity theory we propose that the conditions that promote this process would include when: (a) a revised history threatens the entitativity of national identity, (b) people identify strongly with their nation, (c) a neighboring nation is numerically large enough to transform its own view into a new shared reality, and (d) a new interpretation of history is considered credible. We conducted an experiment in the context of historical disputes between China (outgroup) and Korea (ingroup) (N = 160). We measured Korean identification and manipulated a type of identity threat (valence threat vs. entitativity threat), relative group size (not salient vs. salient), and source credibility (low vs. high). Then, we measured identity–uncertainty and emigration as dependent variables. As predicted, hierarchical regression analyses yielded a significant four‐way interaction on identity–uncertainty. Simple slopes analyses revealed that entitativity (vs. valence) threat significantly increased identity–uncertainty among high identifiers when the outgroup's relative size was salient and its view was credible. Further, the elevated identity–uncertainty strengthened intentions to emigrate from the ingroup. Implications for intergroup communications and identity validation are discussed.     

FREUD'S PRIVATE MINI-MONOGRAPH ON HIS OWN DREAMS: A CONTRIBUTION TO THE CELEBRATION OF THE CENTENARY OF THE INTERPRETATION OF DREAMS

A virtually unknown brief commentary by Freud on the characteristics of his own dreams is described and discussed. Freud's mini-monograph, discovered after some 80 years, has autobiographical, theoretical and organisational significance in the enigmatic context of the early development of psychoanalysis. Found among papers of Alfred Adler, this extraordinary document adds to our knowledge of psychoanalytic history, including the significance of dreams in the evolution of psychoanalytic thought. Freud's commentary permitted the identification of a particular dream as his own. This dream had been presented in anonymity to the fledgling Vienna Psychoanalytic Society for interpretation. The dream was later inserted, again anonymously, into The Interpretation of Dreams with Freud's own remarkable pre-oedipal interpretation. Freud's conflicted relationships with Adler and Jung are considered in historical context.