The purpose of this study was to examine the developmental psychology sections of the most commonly used educational psychology textbooks with respect to; their use of politically correct language, epistemological styles, breath/depth of content, scope and utilization of up to date information. Content analysis was used to examine the textbooks. Results showed that the existing textbooks significantly lacked concern about non-discriminative/politically correct language; they were places in dualism; content typically introduced basic concepts and classic developmental theories. Findings, limitations of the study and implications for future studies and teachers education were discussed. (C) 2009 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of Dr. Zafer Bekirogullari of Y.B.
The core focus of "Political Psychology: Critical Perspectives" is an interrelated set of European-based theories and perspectives that emphasize both the social context of the individual and the capacity of citizens to engage in strategic discursive and rhetorical agency. Through an explanation of social representations, social identity, self-categorization and other theories, Tileagă raises questions about mainstream methodologies in political psychology and offers alternatives. The core achievements of the book consist of the integrated presentation of a range of critical European-based political psychology approaches as well as a subtle exploration of the interplay between the individual and the social. ; peerReviewed ; publishedVersion
The core focus of "Political Psychology: Critical Perspectives" is an interrelated set of European-based theories and perspectives that emphasize both the social context of the individual and the capacity of citizens to engage in strategic discursive and rhetorical agency. Through an explanation of social representations, social identity, self-categorization and other theories, Tileagă raises questions about mainstream methodologies in political psychology and offers alternatives. The core achievements of the book consist of the integrated presentation of a range of critical European-based political psychology approaches as well as a subtle exploration of the interplay between the individual and the social.
Political psychology constitutes a problem-oriented and interdisciplinary field (Staerkle, 2015). In fact, being born in the decades between the First and Second World Wars, it is intrinsically characterized by the concern to study and cope with social and political crises and their implications (Nesbitt-Larking & Kinnvall, 2012). Its theoretical tools and concepts were developed in order to cast light on phenomena such as mass psychology and collective action, racism, the rise of fascism and authoritarianism. The role of psychology in the study of these phenomena was, as Moscovici (1988) argued, not only necessary but also functional.
Political psychology constitutes a problem-oriented and interdisciplinary field (Staerkle, 2015). In fact, being born in the decades between the First and Second World Wars, it is intrinsically characterized by the concern to study and cope with social and political crises and their implications (Nesbitt-Larking & Kinnvall, 2012). Its theoretical tools and concepts were developed in order to cast light on phenomena such as mass psychology and collective action, racism, the rise of fascism and authoritarianism. The role of psychology in the study of these phenomena was, as Moscovici (1988) argued, not only necessary but also functional.
Este artículo es una declaración de posición basada en una larga trayectoria de investigación e intervención en el contexto brasileño. El argumento que se presenta es que las experiencias sanitarias son complejas y que la práctica profesional debe basarse tanto en la experiencia técnica como en la erudición. La complejidad no tiene que ver con los distintos puntos de vista: el de la gente saludable, los pacientes, los doctores, los profesionales sanitarios, los administradores y la ciencia, claro está. Tiene que ver con la concomitancia de varias versiones, de las realidades fractales que representan de distintas maneras los muchos actantes sociales y materiales presentes en esta red heterogénea. Este argumento está estructurado en dos partes. La primera de ellas simplemente reafirma la multiplicidad desde la perspectiva de la Psicología como una profesión sanitaria. La segunda propone que la acción en un escenario complejo requiere una amplia base de información basada más en la erudición que en la experiencia técnica: es la familiarización con aquellos temas culturales e históricos relacionados directa o indirectamente con la organización actual de la prestación de asistencia sanitaria la que presentará las prácticas diarias políticas y éticas ; This paper is a position statement based on a long trajectory of research and intervention in the Brazilian context. The argument put forward is that health experiences are complex, and professional practice must be based on both technical expertise and scholarship. Complexity is not about different points of view: that of healthy people, patients, doctors, health professionals, health administrators and science, of course. It is about the concomitance of multiple versions; about fractal realities that are performed in different manners by the many social and material actants that are present in this heterogeneous network. This argument is structured in two parts. The first one merely restates multiplicity from the perspective of Psychology as a health profession. The second, proposes that action in a complex setting requires a broad base of information based on scholarship rather that technical expertise: it is the familiarity with issues that are cultural and historical and directly or indirectly related to present-day organization of care delivery that will anchor political and ethical everyday practices
This short commentary reflects upon some of the current debates about qualitative methods within European psychology. It notes that the rebirth of qualitative methods towards the end of the twentieth century often coupled an epistemological challenge to the quantitative orthodoxy within psychology with a political challenge to social injustice. However, more recently there have been tensions imposed by the increasing state and institutional surveillance of research. Qualitative researchers need to reflect upon these wider pressures if they are to retain their original critical impulse.
Attention needs to be directed to the processes that control behavior in humans and the adaptive problems that they solved in our early evolutionary environment. The evolutionary mismatch between the current environment and the human brain can yield important insights into the problems that beset us in the context of environmental degradation and nonhuman animal welfare.
In this review, I provide an overview of the literature investigating the social psychology of economic inequality, focusing on individuals' understandings, perceptions, and reactions to inequality. I begin by describing different ways of measuring perceptions of inequality, and conclude that absolute measures-which ask respondents to estimate inequality in more concrete terms-tend to be more useful and accurate than relative measures. I then describe how people understand inequality, highlighting the roles of cognitive heuristics, accessibility of information, self-interest, and context and culture. I review the evidence regarding how people react to inequality, suggesting that inequality is associated with higher well-being in developing nations but lower well-being in developed nations, mostly because of hopes or fears for the future. The evidence from developed nations suggests that inequality increases individuals' concerns about status and economic resources, increases their perception that the social world is competitive and individualistic, and erodes their faith in others, political systems, and democracy in general.
In this review, I provide an overview of the literature investigating the social psychology of economic inequality, focusing on individuals' understandings, perceptions, and reactions to inequality. I begin by describing different ways of measuring perceptions of inequality, and conclude that absolute measures—which ask respondents to estimate inequality in more concrete terms—tend to be more useful and accurate than relative measures. I then describe how people understand inequality, highlighting the roles of cognitive heuristics, accessibility of information, self-interest, and context and culture. I review the evidence regarding how people react to inequality, suggesting that inequality is associated with higher well-being in developing nations but lower well-being in developed nations, mostly because of hopes or fears for the future. The evidence from developed nations suggests that inequality increases individuals' concerns about status and economic resources, increases their perception that the social world is competitive and individualistic, and erodes their faith in others, political systems, and democracy in general.
Although a number of feminist scholars have scrutinized evolutionary psychology (EP) in order to show its gendered assumptions, very few feminist scholars have interrogated the assumptions that the field makes about disability. Nor have disability theorists paid adequate critical attention to EP, despite the fact that the field and the theories that it promotes are central to dominant contemporary conceptions of disability. In this essay, I point out the ways in which feminist criticisms of EP fail to address its implications for our understandings of disability. I argue, furthermore, that insofar as feminist criticisms of EP fail to integrate a critical approach to disability, they do so at their own expense—perhaps even undermining their own theoretical and political goals. Both feminist philosophy and philosophy of disability have much to gain from co-developing a feminist philosophy of disability that takes account of evolutionary approaches. Given the prevalence—both within and outside of the academy—of evolutionary justifications for oppression and discrimination, the need for an integrative model which would succeed where other critiques of evolutionary psychology have failed is vital.Keywords: disability, evolutionary psychology, feminist philosophy, modularity, standpoint theory
In: Szulevicz , T 2019 , ' The forgotten normativity of educational psychology practice ' , NERA Congress 2019 , Uppsala , Sweden , 06/03/2019 - 08/03/2019 pp. 246 .
Abstract NERA2019 The Forgotten Normativity of Educational Psychology Practice By: Thomas Szulevicz, ph.d., associate professor, Aalborg University 1. Research topic/aim The aim of this presentation is to discuss the normative dimensions of educational psychology practice. Over the past years, most educational systems have witnessed a global educational reform agenda in which we have seen a rise in quantification, standardization, competition and focus on student learning outcome. This reform agenda has changed education in many and substantial ways. But the changes have also set new types of requirements for educational psychology service centers (EPS), and in this presentation, I will analyze and discuss the consequences of the global educational reform agenda on educational/school psychologists' work and practice. My claim is that focus mainly has been on how educational psychologists can support different educational aims like for example inclusion, better student performances, less student absenteeism etc. There has been put less emphasis on the why of educational psychology practice. Throughout the presentation, I argue how there is a growing need for focusing on what I term the normative conditions of educational psychology practice, since the normativity that always surrounds the work of educational psychologists often seems to be forgotten. I conclude the presentation by discussing some ways to address the normative questions in relation to educational psychology practice. 2. Theoretical framework The main theoretical framework of the presentation is what I broadly term critical educational psychology. I am, among others, inspired by the works of Simon Gibbs (2018), Stephen Vassallo (2017) and Gert Biesta (2011). 3. Methodological design The presentation is based on 30 small-scale interviews with educational psychologists 4. Expected conclusions/findings In several respects educational psychology practice seems to be in a transition phase or is even perhaps suffering an identity crisis that is propelled by the global educational reform agenda. It seems that both educational establishments and education policy are looking for different skills than the profession of educational psychology traditionally has provided. This situation calls for critical reflection and based on an on-going empirical project, I argue that educational psychologists often are faced with normative questions related to 1) an increasingly test-oriented school system, 2) the relation between psychiatry, clinical and educational psychology and 3) the move towards a more inclusive educational system. The presentation concludes how it is crucial with an increased awareness of these and other normative dimensions of educational psychology practice. 5. Relevance to the Nordic educational research All Nordic countries have educational psychology service centers, and there seems to be heated debate about the relevance and legitimacy of the counselling provided by EPS. This presenation's focus on the forgotten normativity of educational psychology sheds new light on the field from both a theoretical and practical point of view. References: Biesta, G. (2011). God uddannelse i målingens tidsalder – etik, politik, demokrati. Aahus: Forlaget Klim. Gibbs, S. (2018). The immorality of education: A position paper for educational psychologists. Educational & Child Psychology, 35 (3), 86-96. Vassallo, S. (2017). Critical Educational Psychology. Baltimore: John Hopkins University Press.
Poor people consistently vote at lower rates than wealthier cohorts in the United States, and globally social movements often are comprised more of middle and upper-class citizens rather than the poor – even when the movement's objectives are specifically socio-economic. While the poor face more structural barriers to participation, structural barriers alone have been insufficient to explain this participation gap. Psychology, cognitive science, and behavioral economics have shown that stress – including financial stress – has systematic effects on decision-making. In my dissertation, I show that these behavioral insights have measurable consequences for political participation, especially when resources are scarce. Using a combination of lab experiments and nationally representative surveys, I find that financial stress taxes cognitive bandwidth, driving a gap between political interest and political action. I use geospatial and field experiment data to demonstrate how mobilization efforts overcome this Good Intention Gap, significantly elevating rates of political action among the poor.
