Teaching conceptual issues through historical understanding

Elcock, Jonathan and Jones, Dai P ORCID: 0000-0001-5237-4459 (2015) Teaching conceptual issues through historical understanding. History and Philosophy of Psychology, 16 (1). pp. 4-12.

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Abstract

In this paper we argue that the topic area of Conceptual and Historical Issues in Psychology is a well crafted one, in that historical analysis is an invaluable tool in teaching the conceptual issues that must be appreciated to gain a full understanding of psychology. Using selected teaching examples we discuss how the history of psychology can illuminate and inform an understanding of not only specific issues and debates in psychology, but also the nature of psychology as a reflexive, socially embedded discipline. We then go on to present a case study of a recent curriculum re-design at the University of Gloucestershire that put Conceptual and Historical Issues at the core of first-year teaching, with the intention that the insights gained will provide a firm foundation for understanding the remainder of the syllabus. Early indications are that introducing students to this perspective while they are new to university study encourages them to see it as a form of thinking differently that is inherent to Higher, versus Further, Education; whereas previous practice of covering it in a final-year capstone module resulted in some students treating it as a marginal topic.

Item Type:	Article
Article Type:	Article
Additional Information:	This is a pre-publication version of the following article: Elcock, Jonathan and Jones, Dai P (2015) Teaching conceptual issues through historical understanding. History and Philosophy of Psychology, 16 (1). pp. 4-12.
Subjects:	B Philosophy. Psychology. Religion > BF Psychology
Divisions:	Schools and Research Institutes > School of Education and Science
Research Priority Areas:	Health, Life Sciences, Sport and Wellbeing
Depositing User:	Anne Pengelly
Date Deposited:	22 Mar 2016 10:58
Last Modified:	31 Aug 2023 09:05
URI:	https://eprints.glos.ac.uk/id/eprint/3276

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