HISTORY AND SCHOOLS OFPSYCHOLOGY

HISTORY AND SCHOOLS OFPSYCHOLOGY

HISTORY AND SCHOOLS OFPSYCHOLOGY

HISTORY AND SCHOOLS OFPSYCHOLOGY

Lecturer: Dr. Paul Narh DokuContact: pndoku@ug.edu.gh

Department of Psychology, University of Ghana

Session OverviewSession Overview

• This section will introduce you to a briefhistory of psychology. You will come toappreciate the key personalities that havecontributed to the development ofpsychology. In addition, the session will sharewith you some of the various schools ofpsychology and an evaluation on them.

• This section will introduce you to a briefhistory of psychology. You will come toappreciate the key personalities that havecontributed to the development ofpsychology. In addition, the session will sharewith you some of the various schools ofpsychology and an evaluation on them.

This Session’s Goals and ObjectivesThis Session’s Goals and Objectives

At the end of this session, you will be able to:– Appreciate the essence of a knowledge on the history of

psychology.– Explain the form psychology took at its formative years.– Mention the important landmarks in the history of

psychology.– State the subject matter and methodology of each schools

of psychology.– Mention at the key personalities associated with each

school.

At the end of this session, you will be able to:– Appreciate the essence of a knowledge on the history of

psychology.– Explain the form psychology took at its formative years.– Mention the important landmarks in the history of

psychology.– State the subject matter and methodology of each schools

of psychology.– Mention at the key personalities associated with each

school.

Session OutlineSession Outline

The key topics to be covered in the session areas follows:

• Part I – The roots of Psychology

• Part II – The genesis of Scientific Psychology

• Part III – Schools of Psychology

The key topics to be covered in the session areas follows:

• Part I – The roots of Psychology

• Part II – The genesis of Scientific Psychology

• Part III – Schools of Psychology

Reading ListReading List

Nairne, S. J. (2014). Psychology (6th ed). Wadsworth,cengage learning. pages 10-17

Coon, D. and Mitterer, O. J (2012). Psychology: modulesfor active learning (13th ed). Cengage learning. pg. 24-28

Kalat, W. J. (2014). Introduction to psychology (10th ed).Wadsworth, cengage learning. Pages 15-16

Bernstein, A. D. (2014). Essentials of psychology (6th

ed). Wadsworth, cengage learning. pages 9-12

The session notes titled “History and Schools ofPsychology”

Nairne, S. J. (2014). Psychology (6th ed). Wadsworth,cengage learning. pages 10-17

Coon, D. and Mitterer, O. J (2012). Psychology: modulesfor active learning (13th ed). Cengage learning. pg. 24-28

Kalat, W. J. (2014). Introduction to psychology (10th ed).Wadsworth, cengage learning. Pages 15-16

Bernstein, A. D. (2014). Essentials of psychology (6th

ed). Wadsworth, cengage learning. pages 9-12

The session notes titled “History and Schools ofPsychology”

Part I – The Roots of PsychologyPart I – The Roots of PsychologyPart I – The Roots of PsychologyPart I – The Roots of Psychology

HISTORICAL ROOTSHISTORICAL ROOTS

Psychology has been influenced by two main disciplines with itsevolution over time. The two main disciplines are philosophy andscience.

PhilosophyRene Decartes, Aristotle

Dualism: mind and body exist independent of each other.

Empiricism: rests on the notion that knowledge comes from an individual’sown experience. In other words scientific studies should be based onobservation and experimentation.

Psychology has been influenced by two main disciplines with itsevolution over time. The two main disciplines are philosophy andscience.

PhilosophyRene Decartes, Aristotle

Dualism: mind and body exist independent of each other.

Empiricism: rests on the notion that knowledge comes from an individual’sown experience. In other words scientific studies should be based onobservation and experimentation.

HISTORICAL ROOTS …CON’THISTORICAL ROOTS …CON’T

Plato: Nativism: He believed we are born with complete knowledgewithin our soul:

John Locke: Tabula Rasa: all knowledge comes from experiences ofthe senses. There are no innate ideas; at birth, the human mind is ablank slate, ‘tabula rasa’ upon which experience leaves its mark.

The philosophers posed and debated fundamental questions abouthuman nature, mental life, perception and consciousness.

Their approach to study of human nature took the form of debates andsupported mainly by personal experiences, expectations, hearsays oranecdotal evidences.

Plato: Nativism: He believed we are born with complete knowledgewithin our soul:

John Locke: Tabula Rasa: all knowledge comes from experiences ofthe senses. There are no innate ideas; at birth, the human mind is ablank slate, ‘tabula rasa’ upon which experience leaves its mark.

The philosophers posed and debated fundamental questions abouthuman nature, mental life, perception and consciousness.

Their approach to study of human nature took the form of debates andsupported mainly by personal experiences, expectations, hearsays oranecdotal evidences.

HISTORICAL ROOTS…..HISTORICAL ROOTS…..

Scientific Roots

GUSTAV FECHNER:

Psychophysics

Relationship between physical stimulation and psychologicalexperience. Psychophysics consider questions such as:

How much change in the intensity of light is necessary for a person toperceive a change in brightness?

Scientific Roots

GUSTAV FECHNER:

Psychophysics

Relationship between physical stimulation and psychologicalexperience. Psychophysics consider questions such as:

How much change in the intensity of light is necessary for a person toperceive a change in brightness?

Genesis of Scientific PsychologyGenesis of Scientific Psychology

Modern day Psychology started in a laboratory in Leipzig,Germany in 1879 by a physiologist Wilhem Wundts (1832-1920).

The lab allowed for the systematic observation of humanbehaviour through controlled experimental studies whichfacilitated the process of ushering psychology into thescientific realm.

He attempted to apply scientific principles to the study of thehuman mind.

Modern day Psychology started in a laboratory in Leipzig,Germany in 1879 by a physiologist Wilhem Wundts (1832-1920).

The lab allowed for the systematic observation of humanbehaviour through controlled experimental studies whichfacilitated the process of ushering psychology into thescientific realm.

He attempted to apply scientific principles to the study of thehuman mind.

Part II – The genesis of ScientificPsychology

Part II – The genesis of ScientificPsychology

Part II – The genesis of ScientificPsychology

Part II – The genesis of ScientificPsychology

Father of Modern PsychologyFather of Modern Psychology

Genesis ….Genesis ….

Wundt believed the mind was made up of thoughts, experiences,emotions and other basic elements.

In order to inspect the nonphysical elements of the mind, studentshad to learn to think objectively about their own thoughts.

Wundt called this process objective introspection which is theprocess of objectively examining and measuring one’s own thoughtsand mental activities.

E.g. an orange can be placed into a student’s hand and ask the one totell him everything-..all the sensations one can feel.

Wundt believed the mind was made up of thoughts, experiences,emotions and other basic elements.

In order to inspect the nonphysical elements of the mind, studentshad to learn to think objectively about their own thoughts.

Wundt called this process objective introspection which is theprocess of objectively examining and measuring one’s own thoughtsand mental activities.

E.g. an orange can be placed into a student’s hand and ask the one totell him everything-..all the sensations one can feel.

Part III – Schools of PsychologyPart III – Schools of PsychologyPart III – Schools of PsychologyPart III – Schools of Psychology

Schools of PsychologySchools of Psychology

Schools of psychology consists of groups of people who heldsimilar views on what psychology should concern itself withand method to be adopted to study the subject.

These individuals lived in different parts of the world, mainlyNorth America and Europe and were held together by whatthey thought should be the appropriate subject matter forpsychology.

In contemporary language each group could be convenientlybe referred to as a school of thought.

Among them were Structuralism, functionalism, behaviourism,Gestalt, Psychoanalytic schools.

Schools of psychology consists of groups of people who heldsimilar views on what psychology should concern itself withand method to be adopted to study the subject.

These individuals lived in different parts of the world, mainlyNorth America and Europe and were held together by whatthey thought should be the appropriate subject matter forpsychology.

In contemporary language each group could be convenientlybe referred to as a school of thought.

Among them were Structuralism, functionalism, behaviourism,Gestalt, Psychoanalytic schools.

STRUCTURALISMSTRUCTURALISM

Edward Titchener (1867-1927) expanded on Wundt’s ideas and called itStructuralism.

Consciousness, the state of being aware of external events could bebroken into its basic elements.

The subject matter of structuralism therefore was a focus on the structureof the mind, conscious experiences, mental experiences.

The method for structuralism was INTROSPECTION literally means‘examining within’ or looking inward or observe oneself within andreport.

Structuralism was a dominant force in the early days but it eventually diedin the 1900s.

Edward Titchener (1867-1927) expanded on Wundt’s ideas and called itStructuralism.

Consciousness, the state of being aware of external events could bebroken into its basic elements.

The subject matter of structuralism therefore was a focus on the structureof the mind, conscious experiences, mental experiences.

The method for structuralism was INTROSPECTION literally means‘examining within’ or looking inward or observe oneself within andreport.

Structuralism was a dominant force in the early days but it eventually diedin the 1900s.

FUNCTIONALISMFUNCTIONALISM

FUNCTIONALISMFUNCTIONALISM

William James (1842-1910) of Harvard University was more interested in the importanceof consciousness to everyday life rather than just the analysis of its structure.

To him, conscious ideas are constantly flowing in an ever changing-stream.

Once you start thinking about what you were just thinking about, what you were thinking about is nolonger what you were thinking about, its what you are thinking about…..

James focused on how the mind allows people to function in the real world- how peopleplay, work, and adapt to their surroundings.

He called this view point functionalism which was heavily influenced by Charles Darwin’sideas about natural selection.

METHOD: Observation and Experimentation

William James (1842-1910) of Harvard University was more interested in the importanceof consciousness to everyday life rather than just the analysis of its structure.

To him, conscious ideas are constantly flowing in an ever changing-stream.

Once you start thinking about what you were just thinking about, what you were thinking about is nolonger what you were thinking about, its what you are thinking about…..

James focused on how the mind allows people to function in the real world- how peopleplay, work, and adapt to their surroundings.

He called this view point functionalism which was heavily influenced by Charles Darwin’sideas about natural selection.

METHOD: Observation and Experimentation

BehaviourismBehaviourism

BEHAVIOURISMBEHAVIOURISM

Behaviourist believed that the proper definition of psychology should be‘the science of behaviour’. Proponents of this approach include J.B.Watson, B.F. Skinner, Ivan Pavlov, E.C. Tolman, E.R. Guthrie, and C.L.Hull.

They stated that all behavior is the response to a specific stimulus.Therefore, if you could control the stimulus, you could control thebehavior.

They derived the concept of determinism which implied that ourbehavior is solely influenced by the factors in the environment.

In other words, everything that occurs including human behavior has acause, in the observable world.

METHOD. Observation.

Behaviourist believed that the proper definition of psychology should be‘the science of behaviour’. Proponents of this approach include J.B.Watson, B.F. Skinner, Ivan Pavlov, E.C. Tolman, E.R. Guthrie, and C.L.Hull.

They stated that all behavior is the response to a specific stimulus.Therefore, if you could control the stimulus, you could control thebehavior.

They derived the concept of determinism which implied that ourbehavior is solely influenced by the factors in the environment.

In other words, everything that occurs including human behavior has acause, in the observable world.

METHOD. Observation.

BEHAVIOURALISMBEHAVIOURALISM

In pursuant of his theory, Watson said

“Give me a dozen healthy infant, well-formed, and my ownspecific world to bring them up in and I’ll guarantee totake any one at random and train him to become anytype of specialist I might select – a doctor, lawyer, artist,merchant-chief and yes, even into beggar-man and thief,regardless of his talents, penchants, tendencies, abilities,vocations and race of ancestors” (Watson, 1926, p 10).

In pursuant of his theory, Watson said

“Give me a dozen healthy infant, well-formed, and my ownspecific world to bring them up in and I’ll guarantee totake any one at random and train him to become anytype of specialist I might select – a doctor, lawyer, artist,merchant-chief and yes, even into beggar-man and thief,regardless of his talents, penchants, tendencies, abilities,vocations and race of ancestors” (Watson, 1926, p 10).

BehaviourismBehaviourism

The behaviourists also stressed the importance of theenvironment in shaping an individual’s behaviour.

This was the brain child of B.F Skinner. According to himbehaviour changes as a result of its consequences.

They looked for connections between observable behaviourand stimuli from the environment. Thus, any kind ofbehaviour could be modified.

METHOD: Observation

The behaviourists also stressed the importance of theenvironment in shaping an individual’s behaviour.

This was the brain child of B.F Skinner. According to himbehaviour changes as a result of its consequences.

They looked for connections between observable behaviourand stimuli from the environment. Thus, any kind ofbehaviour could be modified.

METHOD: Observation

GESTALT PSYCHOLOGYGESTALT PSYCHOLOGY

Gestalt (German word meaning ‘an organised whole’ or‘configuration’) Psychologists believed that behaviour shouldbe studied as an organized pattern rather than as a separateincident of stimulus and response.

Proponents are Max Wertheimer, Kurt Koffka and WolfgangKohla.

They emphasized that the overall pattern of thoughts orexperience should be studied and not the contents like thestructuralists claim. We are more likely to perceive thingsin wholes and not in elements.

METHODS: Feature/Pattern Analysis, Demonstration.

Gestalt (German word meaning ‘an organised whole’ or‘configuration’) Psychologists believed that behaviour shouldbe studied as an organized pattern rather than as a separateincident of stimulus and response.

Proponents are Max Wertheimer, Kurt Koffka and WolfgangKohla.

They emphasized that the overall pattern of thoughts orexperience should be studied and not the contents like thestructuralists claim. We are more likely to perceive thingsin wholes and not in elements.

METHODS: Feature/Pattern Analysis, Demonstration.

PSYCHOANALYTICPSYCHOANALYTIC

PSYCHOANALYTICPSYCHOANALYTIC

Sigmund Freud (1856- 1939) was the originator of thepsychoanalytic theory/school. He was a physician in Austria.

Freud’s experiences in treating his patients convinced himthat the unconscious mind exerted great control overbehaviour.

He divided the mind into 3 main parts- Conscious,Preconscious and Unconscious.

Sigmund Freud (1856- 1939) was the originator of thepsychoanalytic theory/school. He was a physician in Austria.

Freud’s experiences in treating his patients convinced himthat the unconscious mind exerted great control overbehaviour.

He divided the mind into 3 main parts- Conscious,Preconscious and Unconscious.

PSYCHOANALYTICPSYCHOANALYTIC

Three levels of consciousnessThree levels of consciousness

Psychoanalytic…..Psychoanalytic…..

According to Freud, we repress or push all of our threateningurges motives and desires into the unconscious mind.

The repressed urges, in trying to surface, created the nervousdisorders in his patients.

According to Freud, we repress or push all of our threateningurges motives and desires into the unconscious mind.

The repressed urges, in trying to surface, created the nervousdisorders in his patients.

The structure of personalityThe structure of personality

Based on Freud's assumptions, he came up with 3 components which form the structureof personality.

The ID: pleasure principle- the idea that every impulse should be satisfied as soon aspossible.

The EGO: reality principle – trying to balance the demands of the unconscious mindwith what is practical.

The SUPEREGO: The super-ego is the internalized unconscious strict adherence to duty,conscience and obligation.

He stressed early childhood experiences is important believing that personality wasformed in the first six years of life; if there were significant problems, those problemsmust have been begun in the early years.

METHOD: Interviews and observations

Based on Freud's assumptions, he came up with 3 components which form the structureof personality.

The ID: pleasure principle- the idea that every impulse should be satisfied as soon aspossible.

The EGO: reality principle – trying to balance the demands of the unconscious mindwith what is practical.

The SUPEREGO: The super-ego is the internalized unconscious strict adherence to duty,conscience and obligation.

He stressed early childhood experiences is important believing that personality wasformed in the first six years of life; if there were significant problems, those problemsmust have been begun in the early years.

METHOD: Interviews and observations