Different approaches to the classification of a knowledge field include empiristic, rationalistic, historicist, and pragmatic methods. This paper demonstrates how these different methods have been applied to the classification of psychology. An etymological approach is insufficient to define the subject matter of psychology, because other terms can be used to describe the same domain. To define the subject matter of psychology from the point of view of its formal establishment as a science and academic discipline (in Leipzig, 1879) is also insufficient because this was done in specific historical circumstances, which narrowed the subject matter to physiologically-related issues. When defining the subject area of a scientific field it is necessary to consider how different ontological and epistemological views have made their influences. A subject area and the approaches by which this subject area has been studied cannot be separated from each other without tracing their mutual historical interactions. The classification of a subject field is theory-laden and thus cannot be neutral or ahistorical. If classification research can claim to have a method that is more general than the study of the concrete developments in the single knowledge fields the key is to be found in the general epistemological theories. It is shown how basic epistemological assumptions have formed the different approaches to psychology during the 20th century. The progress in the understanding of basic philosophical questions is decisive both for the development of a knowledge field and as the point of departure of classification. The theoretical principles developed in this paper are applied in a brief analysis of some concrete classification systems, including the one used by PsycINFO / Psychological Abstracts. The role of classification in modern information retrieval is also briefly discussed.

The classification of psychology : A case study in the classification of a knowledge field

The beginnings of psychology are usually dated from experimental psychology and Freudian psychoanalysis in the late-nineteenth century. Yet the period from 1700 to 1840 produced some highly sophisticated psychological theorising that became central to German intellectual and cultural life, well in advance of similar developments in the English-speaking world. Matthew Bell explores how this happened, by analysing the expressions of psychological theory in Goethe's Faust, Kant's Critique of Pure Reason, and in the works of Lessing, Schiller, Kleist and E. T. A. Hoffmann. This study pays special attention to the role of the German literary renaissance of the last third of the eighteenth century in bringing psychological theory into popular consciousness and shaping its transmission to the nineteenth century. All German texts are translated into English, making this fascinating area of European thought fully accessible to English readers for the first time.

https://assets.cambridge.org/97805218/46264/frontmatter/9780521846264_frontmatter.pdf

The German Tradition of Psychology in Literature and Thought, 1700–1840

Who originated the term "psychology"?

The aim of this thesis is to examine the educational and psychological theories of the renaissance philosopher Juan Luis Vives. A brief history of Vives' life is given as background information and, to place his work in context, the central concepts of Renaissance Humanism are explained. As Vives was influenced by Desiderius Erasmus and by the central tenets of Northern Humanism, information is given on these subjects.
The main focus of the research is a study of Vives' pedagogy and psychology as set out in the texts De institutione foeminae Christianae, De tradendis disciplinis and De anima et vita. Vives' educational work is discussed in Chapters 4 and 5, and comparison is made with other renaissance theories of education. It will be explained that his educational philosophy rests upon his theory of the soul. This led him to consider such things as the role of memory in the learning process, the need to take account of children's psychological maturation when planning a course of study, and the way in which sensate information is 'translated' into percepts. Chapter 6 deals with Vives' treatise on psychological processes (De anima et vita) and includes description and analysis of his epistemology together with his examination of the 'passions' and their effect on cognitive functioning.

It will be argued in Chapters 7 and 8 that aspects of Vives' work are forerunners of later theories: specifically, the philosophy of Pierre Gassendi, the study of the soul by Rene Descartes, and the pedagogy of John Locke. Gassendi was instrumental in reviving interest in Epicurianism and in the work of Sextus Emipricus. (DXN004,921)

The content, context and influence of the work of Juan Luis Vives (1492-1540)

Shifting paradigms in public health : , Shifting paradigms in public health : , کتابخانه دیجیتال جندی شاپور اهواز

http://centlib.ajums.ac.ir//multiMediaFile/251295400-4-1.pdf

Francois H. Lapointe

Papers

Origin and evolution of the term "psychology."