Sources on Teaching History of Psychology

1

Sources on Teaching History of Psychology

Ludy T. Benjamin, Jr.

Baker, D. B. (2002). Historical understanding and teaching in professional psychology. History of Psychology, 5, 219-223.

Benjamin, L. T., Jr. (1975). Research orientation in an undergraduate history and systems of psychology course. In J. Maas & D. Kleiber (Eds.), Directory of teaching innovations in psychology, pp. 543-544. Washington, DC: American Psychological Association.

Benjamin, L. T., Jr. (1979). Instructional strategies in the history of psychology. Teaching of Psychology, 6, 15-17.

Benjamin, L. T., Jr. (1981). Teaching history of psychology: A handbook. New York: Academic Press.

Benjamin, L. T., Jr. (1990). Involving students and faculty in preparing a departmental history. Teaching of Psychology, 17, 97-100.

Benjamin, L. T., Jr. (2005). Archival adventures: History lessons from reading other people’s mail. In B. Perlman, L. McCann, & W. Buskist (Eds.), Voices of experience: Memorable talks from the National Institute on the Teaching of Psychology (Vol. 1, pp. 17-32). Washington, DC: Association for Psychological Science.

Berrenberg, J. L., & Prosser, A. (1991). The create-a-game exam: A method to facilitate student interest and learning. Teaching of Psychology, 18, 167-169.

Bhatt, G., & Tonks, R. G. (2002). What lies in the future of teaching the history of psychology? History and Philosophy of Psychology Bulletin, 14, 2-9.

Bohan, J. S. (1990). Social constructionism and contextual history: An expanded approach to the history of psychology. Teaching of Psychology, 17, 82-89.

Boice, R. (1977). Heroes and teachers. Teaching of Psychology, 4, 55-58.

Brewer, C. L., & Davis, S. F. (1999). Have I heard that name before? A survey of historical figures in psychology. In L. T. Benjamin, Jr., et al (Eds.), Activities handbook for the teaching of psychology, Volume 4, pp. 43-46. Washington, DC: American Psychological Association.

Brock, A. (2002). Comment on Bhatt and Tonks: Reports of our death are greatly exaggerated. History and Philosophy of Psychology Bulletin, 14, 10-16.

Brooks, C. I. (1985). A role-playing exercise for the history of psychology course. Teaching of Psychology, 12, 84-85.

Brozek, J. (1966). Breadth and depth in teaching history. American Psychologist, 21, 1075-1076.

Brozek, J. (1969). History of psychology: Diversity of approaches and uses. Transactions of the New York Academy of Sciences, 31, 115-127,

Brozek, J. (1970, June). Partnership in learning (with special reference to history). Teaching of Psychology Newsletter, pp. 2-4.

Bryant, W. H. M., & Benjamin, L. T., Jr. (1999). Read all about it! Wundt opens psychology lab: A newspaper assignment for history of psychology. In L. T. Benjamin, Jr., et al (Eds.), Activities handbook for the teaching of psychology, Volume 4, pp. 47-49. Washington, DC: American Psychological Association.

Buchanan, T. (2002). Historically grounding the practice of psychology: Implications for professional training. History of Psychology, 5, 240-248.

Bunnell, J. K. (1992). Recognition of famous names in psychology by students and staff. Teaching of Psychology, 19, 51-52.

Capretta, P. J. (1975). Paper tutorial in conjunction with a standard lecture format in a history of psychology course. In J. Maas & D. Kleiber (Eds.), Directory of teaching innovations in psychology, pp. 545-546. Washington, DC: American Psychological Association.

Carroll, D. W. (2006). Thinking about historical issues: Debates in the history and systems class. Teaching of Psychology, 33, 137-140.

Caudle, F. M. (1979). Using “demonstrations, class experiments and the projection lantern” in the history of psychology course. Teaching of Psychology, 6, 7-11.

Chodorow, M. S., & Manning, S. K. (1983). Cognition and memory: A bibliographic essay on the history and issues. Teaching of Psychology, 10, 163-167.

Coffield, K. E. (1973). Additional stimulation for students in history and systems. American Psychologist, 28, 624-625.

Cole, D. L. (1983). The way we were: Teaching history of psychology through mock APA conventions. Teaching of Psychology, 10, 234-236.

Connor-Greene, P. A. (2006). Interdisciplinary critical inquiry: Teaching about the social construction of madness. Teaching of Psychology, 33, 6-13.

Cox, B. D. (1997). Students' basic philosophical assumptions in history of psychology: A measure and teaching tool. Teaching of Psychology, 24, 39-41.

Cronan-Hillix, W. A., Cronan-Hillix, T. A., & Speth, T. W. (1990). What would you tell professor Wundt? Teaching of Psychology, 17, 94-97.

Dagenbach, D. (1999). Some thoughts on teaching a pluralistic history in the history and systems of psychology course. Teaching of Psychology, 26, 22-28.

Davis, S. F., Janzen, W. C., & Davis, R. L. (1982). Teaching and learning the history of psychology need not be boring. Teaching of Psychology, 9, 183-184.

Diekhoff, G. M. (1982). Cognitive maps as a way of presenting the dimensions of comparison within the history of psychology. Teaching of Psychology, 9, 115-116.

Dunn, D. S. (1992). Perspectives on human aggression: Writing to Einstein and Freud on "Why War?" Teaching of Psychology, 19, 112-114.

Dunn, D. S., & Dougherty, S. B. (2005). Teaching Freud by reading Freud: Controversy as pedagogy. Teaching of Psychology, 32, 114-116.

Epstein, R. (1981). A convenient model for the evolution of early psychology as a scientific discipline. Teaching of Psychology, 8, 42-44.

Finison, L. J. (1983). Origin myths and the teaching of social psychology. Teaching of Psychology, 10, 29-30.

Fuchs, A. H., & Viney, W. (2002). The course in the history of psychology: Present status and future concerns. History of Psychology, 5, 3-15.

Furumoto, L. (1985). Placing women in the history of psychology course. Teaching of Psychology, 12, 203-206.

Furumoto, L. (2003). Beyond great men and great ideas: History of psychology in sociocultural context. In P. Bronstein & K. Quina (Eds.), Teaching gender and multicultural awareness: Resources for the psychology classroom (pp. 113-124). Washington, DC: American Psychological Association.

Gladding, S. T. (1985). History and systems of counseling: A course whose time has come. Counselor Education & Supervision, 24, 325-331.

Goodwin, C. J. (1991). Using psychologists' letters to teach about introspection. Teaching of Psychology, 18, 237-238.

Goodwin, C. J. (1994). Toward Eloquentia Perfecta in the history and systems course. Teaching of Psychology, 21, 91-93.

Goodwin, C. J. (1997). The vital role of psychology's history in introductory courses: An interview with Ludy T. Benjamin, Jr. Teaching of Psychology, 24, 218-221.

Goodwin, C. J. (2002). Teaching the history of pychology. In S. F. Davis & W. Buskist (Eds.), The teaching of psychology: Essays in honor of Wilbert J. McKeachie and Charles L. Brewer (pp. 349-360). Washington, DC: American Psychological Association.

Goodwin, C. J., Dingus, M., & Petterson, S. (2002). The genealogy project: Tracing academic roots in the history and systems course. Teaching of Psychology, 29, 61-63.

Greer, S. (2002). Comment on Bhatt and Tonks: An insider on the outside looking in: On the future of the history of psychology. History and Philosophy of Psychology Bulletin, 14, 20-26.

Grigg, A. E. (1974) Research projects for a history of psychology. Teaching of Psychology, 1, 84-85.

Harris, B. (1979). Professional seminar in clinical psychology taught from an historical perspective. Teaching of Psychology, 6, 17-19.

Harris, B. (1983). Telling students about the history of social psychology. Teaching of Psychology, 10, 26-28.

Hart, J. J. (1986). A strategy for teaching the history and systems of psychology. Teaching of Psychology, 13, 67-69.

Hart, J. J., & English, B. L. (1983). Theoretical orientation change in students following a course in history and systems of psychology. Teaching of Psychology, 10, 37-41.

Henderson, B. B. (1988). What students know about the history of psychology before taking the course. Teaching of Psychology, 15, 204-205.

Henderson, B. B. (1995). Critical-thinking exercises for the history of psychology course. Teaching of Psychology, 22, 60-63.

Henderson, B. B. (2006). The nonspecialist and the history of psychology course. Teaching of Psychology, 33, 59-61.

Henle, M. (1976). Why study the history of psychology? Annals of the New York Academy of Science, 270, 14-20.

Heppner, P. P., Berry, T. R., Ritter, T. J., Pusateri, M. R., et al. (1994). Using oral history in teaching the history of counseling. Counseling Education & Supervision, 34, 68-75.

Hogan, J. D., Goshtasbpour, F., Laufer, M. R., & Haswell, E. (1998). Teaching the history of psychology: What's hot and what's not. Teaching of Psychology, 25, 206-208.

Koppes, L. L. (2002). Using the jigsaw classroom to teach the history of I-O psychology and related topics. The Industrial-Organizational Psychologist, 39, 109-112.

Krauss, J. (1999). A jigsaw puzzle approach to learning history in introductory psychology. Teaching of Psychology, 26, 279-280.

Kushner, R. I. (1980). The prescriptive approach to the teaching of the history of psychology course. Teaching of Psychology, 7, 184-185.

Landrum, R. E. (1992). Ideas for teaching history and systems. Teaching of Psychology, 19, 179-180.

Larson, P. C. (2002). Teaching history and systems from a clinical perspective. History of Psychology, 5, 249-263.

Lyman, B. (1970). Performance of introductory psychology students in an historical foundations course on an historical foundations and a standard introductory final examination. Journal of the History of the Behavioral Sciences, 6, 354-357.

McPherson, M. W. (1979). Different approaches to teaching the history of psychology: Excerpts from a 1977 APA symposium. Psychological Record, 29, 65-70.

Milar, K. S. (1987). History of psychology: Cornerstone instead of capstone. Teaching of Psychology, 14, 236-238.

Miserandino, M. (1996). Teaching a personality course in Vienna. Teaching of Psychology, 23, 240-241.

Morris, R. B. (1987). A note on Hart’s “A strategy for teaching the history and systems of psychology.” Teaching of Psychology, 14, 235-236.

Nance, R. D. (1961). Student reactions to the history of psychology. American Psychologist, 16, 189-191.

Nance, R. D. (1962). Current practices in teaching history of psychology. American Psychologist, 17, 250-252.

Nance, R. D. (1971). Undergraduate students and the history of psychology. American Psychologist, 26, 316.

Nicholson, I. A. M. (2002). Comment on Bhatt and Tonks: Teaching the history of psychology: A personal view. History and Philosophy of Psychology Bulletin, 14, 27-29.

Nissim-Sabat, D. (1980). Teaching history of psychology through art and music. Teaching of Psychology, 7, 223-226.

Norcross, J. C., & Tomcho, T. J. (1994). Great books in psychology: Three studies in search of a consensus. Teaching of Psychology, 21, 86-90.

Punches, A., & Viney, W. (1986). A note on the historical literacy of first-year graduate students in psychology. Journal of the History of the Behavioral Sciences, 22, 64-65.

Raphelson, A. C. (1979). The unique role of the history of psychology in undergraduate education. Teaching of Psychology, 6, 12-14.

Raphelson, A. C. (1982). The history course as the capstone of the psychology curriculum. Journal of the History of the Behavioral Sciences, 18, 279-285.

Raphelson, A. C. (1987). The use of slides in class: A demonstration of incidental learning. Teaching of Psychology, 14, 103-105.

Rhoads, S. E., & Wight, R. D. (1997). Of theater, pedagogy, and the history of psychology: An exploration. Teaching of Psychology, 24, 36-38.

Riedel, R. G. (1974). The current status of the history and systems of psychology courses in American colleges and universities. Journal of the History of the Behavioral Sciences, 10, 410-412.

Robinson, D. N. (1979). The history of psychology and the ends of instruction. Teaching of Psychology, 6, 4-6.

Rutherford, A. (2002). Comment on Bhatt and Tonks: Back to the classroom … and beyond. History and Philosophy of Psychology Bulletin, 14, 17-19.

Rutherford, A. (2004). Where history, philosophy, and psychology meet: An interview with Wayne Viney. Teaching of Psychology, 31, 289-295.

Schilling, K. L. (1983). Teaching psychological issues in context: A library exercise. Teaching of Psychology, 10, 57.

Shaklee, A. B. (1957). Autobiography in teaching history of psychology. American Psychologist, 12, 282-283.

Simonton, D. K. (1994). Scientific eminence, the history of psychology, and term paper topics: A metascience approach. Teaching of Psychology, 21, 169-171.

Smith, A. H. (1982). Different approaches for teaching the history of psychology course. Teaching of Psychology, 9, 180-182.

Statt, D. (1975). Undergraduate seminar in psychology history. In J. Maas & D. Kleiber (Eds.), Directory of teaching innovations in psychology, pp. 547-548. Washington, DC: American Psychological Association.

Stedman, M. E. (1994). Historical knowledge: Assessment of outcomes in a history of psychology course. Psychological Reports, 75, 22.

Strauss, B. S. (1999). History of women in psychology: A time line. In L. T. Benjamin, Jr., et al (Eds.), Activities handbook for the teaching of psychology, Volume 4, pp. 307-308. Washington, DC: American Psychological Association.

Swain, R. (1976). The history of psychology and related events, 1800-1960. Psychology Teaching, 4, 31-38.

Terry, W. S. (1980). Tracing psychologist’s roots: A project for history and systems course. Teaching of Psychology, 7, 176-177.

Thorne, B. M. (1999). Using irony in teaching the history of psychology. Teaching of Psychology, 26, 222-224.

Tobacyk, J. J. (1987). Using personal construct theory in teaching history and systems of psychology. Teaching of Psychology, 14, 111-112.

Vande Kemp, H. (1980). Teaching psychology through the case study method. Teaching of Psychology, 7, 38-41.

Vande Kemp, H. (2002). Making the history of psychology clinically and philosophically relevant. History of Psychology, 5, 224-239.

Viney, W., & Crosby, D. A. (1991). The psychology and philosophy of William James: An interdisciplinary teaching project. Teaching of Psychology, 18, 107-109.

Walker, R. E. (1969). An indirect communication of psychology’s history to undergraduates. Journal of the History of the Behavioral Sciences, 5, 182-184.

Waller, J. E. (1994). Philosophies of psychology: A discovery process for undergraduates. Teaching of Psychology, 21, 33-35.

Ware, M. E., & Benjamin, L. T., Jr. (1991). The APA centennial and teaching history of psychology. Teaching of Psychology, 18, 136-144.

Watson, R. I. (1966). The role and use of history in the psychology curriculum. Journal of the History of the Behavioral Sciences, 2, 64-69.

Weigl, R. G., & Gottfurcht, J. W. (1972). Faculty genealogies: A stimulus for student involvement in history and systems. American Psychologist, 27, 981-983.

Wetmore, K. (1981). Notes on graduate training in the history of psychology. Teaching of Psychology, 8, 50.

Wight, R. D. (1993). Expanding coverage in the history course by toasting significant but often overlooked contributors. Teaching of Psychology, 20, 112.

Wiley, J., & Voss, J. F. (1996). The effects of playing historian on learning history. Applied Cognitive Psychology, 10, S63-S72.

Woodward, W. R. (1982). A commentary on the symposium: The use of history in the social sciences curriculum. Journal of the History of the Behavioral Sciences, 18, 286-289.

Zehr, D. (2000). Teaching psychology's history through a comparative analysis of introductory psychology texts. Teaching of Psychology, 27, 31-33.

Zehr, D. (2000). Portrayals of Wundt and Titchener in introductory psychology texts: A content analysis. Teaching of Psychology, 27, 122-126.

Zehr, D. (2004). Two active learning exercises for a history of psychology class. Teaching of Psychology, 31, 54-56.