A Response to Hartley

PsycEXTRA Dataset, 2000

1973

Her support was ever positive, her advice frequently sought and-seldom ignored. As with so many things in.precollege psychology,. her contribution is present in this document. For the content we assume full responsibility: to the 'extent the discussion is reasonably coherent. we recognize with thanks the contribution of 1s. Johnson.

International Standard Book Number: 0-9626884-2-8 Library of Congress Catalog Number: 99-62277 v Lessons Learned

American Psychological Association eBooks, 2006

I wish to thank BethAnn Berliner for her editing and her coaching in historiography, as well as the two anonymous reviewers, who gave many thoughtful suggestions and additional references. We can date the emergence of the discipline of educational psychology to the same year in which Granville Stanley Hall called 26 colleagues to his study to organize the American Psychological Association (APA) . Thus, when the APA recently celebrated its centennial, we in the Division of Educational Psychology, Division 15, felt like the party was for us. From the very beginning of the APA, psychoeducational issues were important to our leaders, and those issues influenced the growth of academic and scientific psychology. In what follows, I describe the founding years of both general and educational psychology, noting the important individuals of those times and their influence on our discipline. The time period for those events was approximately 1890 to 1910, the same years that saw American psychology separate from its European roots and grow into a uniquely American discipline. But, we should remember that our field began long before that time. William James can be considered the central figure in the establishment of psychology in America. Compared with his contemporary, the great Wilhelm Wundt (1832Wundt ( -1920)), German founder of experimental psychology, James was said to have had "the courage to be incomplete" (Boring, 1950, p. 516). His was a psychology of humility, humor, and tolerance, particularly when it is compared with the psychology of Wundt or, later, that espoused by his own very serious student, E. L. Thorndike. James's (1890) Principles of Psychology, published in 1890 after 12 years of labor, was the preeminent event in American psychology , although Professor James did not think so at the time. When he finally sent the manuscript to his publisher, Henry Holt, he wrote No one could be more disgusted than I at the sight of the book. No subject is worth being treated of in 1000 pages! Had I ten years more, I could rewrite it in 500; but as it stands it is this or nothing loathsome, distended, tumefied, bloated, dropsical mass, testifying to nothing but two facts; 1st, that there is no such thing as a scienceof psychology, and 2nd,that W. J. is an incapable. (H. James, 192(, p. 294

Higher Education Quarterly, 1979

IN 1899 William James published his Talks to Teachers. His opening lecture was a counsel of caution. I say, moreover, that you make a great, a very great mistake, if you think that psychology, being the science of the mind's laws, is something from which you can deduce definite programmes and schemes and methods of instruction for immediate schoolroom use. Psychology is a science, and teaching is an art; and sciences never generate arts directly of themselves.

Psychology Teaching Review, 2012

There have been great changes in the numbers of students studying psychology at degree level in the UK since 1961 -the year I graduated. And, similarly there have been great changes in what is taught -with an everwidening set of theoretical developments and practical applications. Nonetheless, despite these developments, I argue that the teaching of psychology has not altered very much in its approach during the last 50 years. Lectures, tutorials, lab classes and essay-type examinations still dominate the timetable. 1 At that time most university departments in the UK had a single Professor who was appointed head 'for life' or until retirement. Then there might be a Senior Lecture, Lecturers, and Assistant Lecturers. 2 Polytechnics provided practical/less academic qualifications for school-leavers. 3 A-level stands for 'Advanced' for 16-to 18-year-olds as opposed to O-level which stands for 'Ordinary' level for 15-year-olds. O-level psychology (mainly child development) was introduced in the 1980s in some schools, but disappeared with the advent of the National Curriculum [see 9 ].

The American psychologist, 2017

This article is part of a special issue of the American Psychologist celebrating the American Psychological Association's (APA's) 125th anniversary. The article reviews the last quarter century (1991-2016) of accomplishments by psychology's education and training community and APA's Education Directorate. The purpose is to highlight key trends and developments over the past quarter century that illustrate ways the Directorate sought to advance education in psychology and psychology in education, as the Directorate's mission statement says. The focus of the Directorate has been on building a cooperative culture across psychology's broad education and training community. Specifically APA has (a) promoted quality education-from prekindergarten through lifelong learning, (b) encouraged accountability through guidelines and standards for education and training, and (c) supported the discovery and dissemination of new knowledge to enhance health, education, and wel...

European Journal of Teacher Education, 2011

I wish to thank BethAnn Berliner for her editing and her coaching in historiography, as well as the two anonymous reviewers, who gave many thoughtful suggestions and additional references. We can date the emergence of the discipline of educational psychology to the same year in which Granville Stanley Hall called 26 colleagues to his study to organize the American Psychological Association (APA) (Hothersall, 1984). Thus, when the APA recently celebrated its centennial, we in the Division of Educational Psychology, Division 15, felt like the party was for us. William James William James (1842-1910) can be considered the central figure in the establishment of psychology in America. Compared with his contemporary, the great Wilhelm Wundt (1832-1920), German founder of experimental psychology, James was said to have had "the courage to be incomplete" (Boring, 1950, p. 516). His was a psychology of humility, humor, and tolerance, particularly when it is compared with the psychology of Wundt or, later, that espoused by his own very serious student, E. L. Thorndike. James's (1890) Principles of Psychology, published in 1890 after 12 years of labor, was the preeminent event in American psychology (Barzun, 1983), although Professor James did not think so at the time. When he finally sent the manuscript to his publisher, Henry Holt, he wrote No one could be more disgusted than I at the sight of the book. No subject is worth being treated of in 1000 pages! Had I ten years more, I could rewrite it in 500; but as it stands it is this or nothing loathsome, distended, tumefied, bloated, dropsical mass, testifying to nothing but two facts; 1st, that there is no such thing as a scienceof psychology, and 2nd,that W. J. is an incapable. (H. James, 192(, p. 294