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Academia is often critiqued as an "ivory tower" where research, thinking, and teaching are isolated from the complexity and everyday experience of so many people. As instructors of political and other psychology courses, we strive to break down these barriers and engage with the dynamic and nuanced nature of phenomena as situated in lived social and political contexts. In this report, we unpack and detail how we strive to achieve this goal by expanding on Plous' articulation of action teaching (2012). We first define our pedagogical focus on active engagement, critical thinking, and staying on the move between multiple perspectives. We then provide specific examples of how we enact our philosophy in activities and assessment. We end by articulating how this approach to teaching in social and political psychology can be understood as furthering not only our students' intellectual growth as psychologists, but also their development as democratic citizens. In doing so, we argue that action teaching not only involves course activities directly engaging with social issues, but also provides students with a scaffold to actually do so in a way that is attentive to the complexity, pluralism, and dynamism of social and political issues.

Academia is often critiqued as an "ivory tower" where research, thinking, and teaching are isolated from the complexity and everyday experience of so many people. As instructors of political and other psychology courses, we strive to break down these barriers and engage with the dynamic and nuanced nature of phenomena as situated in lived social and political contexts. In this report, we unpack and detail how we strive to achieve this goal by expanding on Plous' articulation of action teaching (2012). We first define our pedagogical focus on active engagement, critical thinking, and staying on the move between multiple perspectives. We then provide specific examples of how we enact our philosophy in activities and assessment. We end by articulating how this approach to teaching in social and political psychology can be understood as furthering not only our students' intellectual growth as psychologists, but also their development as democratic citizens. In doing so, we argue that action teaching not only involves course activities directly engaging with social issues, but also provides students with a scaffold to actually do so in a way that is attentive to the complexity, pluralism, and dynamism of social and political issues. ; peerReviewed ; publishedVersion

Academia is often critiqued as an "ivory tower" where research, thinking, and teaching are isolated from the complexity and everyday experience of so many people. As instructors of political and other psychology courses, we strive to break down these barriers and engage with the dynamic and nuanced nature of phenomena as situated in lived social and political contexts. In this report, we unpack and detail how we strive to achieve this goal by expanding on Plous' articulation of action teaching (2012). We first define our pedagogical focus on active engagement, critical thinking, and staying on the move between multiple perspectives. We then provide specific examples of how we enact our philosophy in activities and assessment. We end by articulating how this approach to teaching in social and political psychology can be understood as furthering not only our students' intellectual growth as psychologists, but also their development as democratic citizens. In doing so, we argue that action teaching not only involves course activities directly engaging with social issues, but also provides students with a scaffold to actually do so in a way that is attentive to the complexity, pluralism, and dynamism of social and political issues.

In this wide ranging interview, Professor Richard A. Shweder from the Department of Comparative Human Development at the University of Chicago, discusses whether it is or is not possible to be a robust cultural pluralist and a dedicated political liberal at the same time. In this discussion, Professor Shweder offers his insights - based on over 40 years of research - on issues related to the history and re-emergence of cultural psychology; moral anthropology and psychology; the experimental method in psychological investigation and its philosophical basis; contemporary and historical cultural collisions – most notably conflicting representations of female genital surgeries; cultural diversity and inequality; and the dissemination of ideas through open access publishing and Twitter. Professor Shweder ends by offering valuable advice to young researchers in the field of cultural psychology as well as a glimpse into the larger themes of his forthcoming book, which seeks to provide answers to the question of what forms of political liberalism are most compatible with robust cultural pluralism and which are not.

In this wide ranging interview, Professor Richard A. Shweder from the Department of Comparative Human Development at the University of Chicago, discusses whether it is or is not possible to be a robust cultural pluralist and a dedicated political liberal at the same time. In this discussion, Professor Shweder offers his insights - based on over 40 years of research - on issues related to the history and re-emergence of cultural psychology; moral anthropology and psychology; the experimental method in psychological investigation and its philosophical basis; contemporary and historical cultural collisions – most notably conflicting representations of female genital surgeries; cultural diversity and inequality; and the dissemination of ideas through open access publishing and Twitter. Professor Shweder ends by offering valuable advice to young researchers in the field of cultural psychology as well as a glimpse into the larger themes of his forthcoming book, which seeks to provide answers to the question of what forms of political liberalism are most compatible with robust cultural pluralism and which are not. ; notReviewed ; publishedVersion

In this article, we articulate an innovative framework, <i>manywheres</i>, and argue that it can advance the work of fostering youth-led change and progressive world-making. We first root psychological and development science in an applied framework of developing more just, harmonious, and tolerant social worlds. Then, we introduce <i>manywheres</i>, a guiding framework of propositions of attending to the complexity and nuance of meaning-making across individuals without becoming lost in nihilism, relativism, or ethnocentric views of social justice. This leads to the construction of a more holistic developmental lens considering the age-related, contextual, and internal factors that shape meaning-making individual trajectories and societal outcomes. <i>Manywheres</i> can thus structure thinking and research with an end goal of understanding the diversity of young people's engagement, activism, and disconnection. We end with mapping a research agenda applying these ideals, incorporating the methodological approaches that can be taken, concrete examples, and implications that can be applied to salient social issues.

Abstract: How are ideas transformed into collective causes that can rally and sustain protest crowds? We present a theoretical framework of crowd mobilization through the perspective of distributed cognition. We look at protest crowds as distributed processes that happen across brains, bodies, social interactions, and material-technological resources. This perspective is illustrated by protest crowd dynamics as they are facilitated by social interaction, symbols, narrative forms, and physical and virtual spaces.

Psychology can play an important role in expanding our understanding of the demand-side of populism by revealing its underlying relational logic. Social psychological perspectives on populism are beginning to show how: 1) the division between us ('the good people') and them ('the corrupt elites'/'foreign others') taps into core intergroup dynamics, 2) economic and cultural processes are construed in terms of basic status concerns, and 3) collective emotions become mobilised through political communication. Taking these insights into consideration, we reflect on psychology's contribution to the study of populism thus far, and chart out an ambitious role for it at the heart of this interdisciplinary field.