Imagism in Locke, Berkeley and Hume

Thesis (Ph.D.)--Boston UniversityLocke, Berkeley, and Hume--referred to as "the classical British empiricists"--are examined for the extent to which a doctrine, called 'imagism' by Price, played a formative role in their philosophies. Imagism as defined has two main varieties, the polemical version and the constructive version. According to the former, images are the primary symbols in thinking and all other symbols are secondary and derivative. According to the latter, thought is the manipulation of mental images. It is this latter doctrine which is demonstrated as applicable to the classical British empiricists; so far as the former doctrine appears at all, it is an aberrant doctrine.[TRUNCATED

They Always Do What They Ought To Do: A Historical Analysis, and Exploratory Examination of the “Woman Problem” and the Function of Gender in American Psychology

The “woman problem” in America psychology refers to, “...the underrepresentation of women in the highest offices of psychology’s professional organizations and women’s general lack of eminence compared to men,” (Rutherford, 2015). It is a problem that seems to have existed from the beginnings of American psychology to the present day. This piece of writing seeks to better understand this problem, the function of it within American psychology, its origins and where it stands today. Through a historical analysis of Edwin Boring, Edward Titchener, Alice Bryan, Margaret Washburn, Eleanor Gibson, Mary Whiton Calkins and Mamie Phipps Clark, we can begin to investigate these issues. An examination of Boring and Titchener provides an historical context for the origins of this problem. By looking at the work they produced, the ideologies they held, and the groups, associations and circles they found themselves in, I have found what I see as evidence for their involvement in the production and maintenance of the “woman problem.” By examining the biographies on the five woman mentioned above, I have come to a better understanding of how women navigated their academic and professional careers in psychology while combating the problem of gender and sexism. Finally, I conducted a very preliminary, exploratory research project on the psychology department at Bard College as a way of conceptualizing the problem of gender in modern American Psychology

A critique of behaviorism

Thesis (Ph.D.)--Boston Universit

William James: selected unpublished correspondence, 1885-1910

(print) x, 603 p. ; 24 cmPreface ix -- Introduction 3 -- A William James Chronology: 1885-1910 19 -- I. 1885-1889 25 -- II. 1890-1893 62 -- III. 1894-1895 101 -- IV. 1896-1897 137 -- V. 1898-1899 166 -- VI. 1900 210 -- VII. 1901 244 -- VIII. 1902 271 -- IX. 1903 299 -- X. 1904 327 -- XI. 1905 359 -- XII. 1906 391 -- XIII. 1907 427 -- XIV. 1908 457 -- XV. 1909 497 -- XVI. 1910 531 -- Notes 561 -- Index 59

American color science, 1831-1931

Thesis (Ph. D. in History, Anthropology, and Science, Technology and Society (HASTS))--Massachusetts Institute of Technology, Program in Science, Technology and Society, 2011.Cataloged from PDF version of thesis.Includes bibliographical references (p. 365-389).Although vision was seldom studied in Antebellum America, color and color perception became a critical field of scientific inquiry in the United States during the Gilded Age and progressive era. Through a historical investigation of color science in the United States in the late nineteenth and early twentieth centuries, I argue that attempts to scientifically measure, define, and regulate color were part of a wider program to construct a more rational, harmonious, and efficient American polity starting from one of the very baseline perceptual components of reality - the experience of color. As part of this program, I argue secondly that color science was as much a matter of prescription as description - that is, color scientists didn't simply endeavor to reveal the facts of perception and apply them to social problems, they wanted to train everyday citizens to see scientifically, and thereby create citizens whose eyes, bodies, and minds were both medically healthy and morally tuned to the needs of the modern American nation. Finally, I argue not simply that perception has a history - i.e. that perceptual practices change over time, and that, for Americans of a century ago, experiences of color sensations were not taken as given but had to be laboriously crafted - but also that this history weighs heavily upon our present day understanding of visual reality, as manifested not least of all in scientific studies of vision, language, and cognition. Employing a close reading of the archival and published sources of a range of actors including physicist Ogden Rood, semiotician Charles Peirce, logician Christine Ladd-Franklin, board game magnate Milton Bradley, and art professor Alfred Munsell, among others, this study reveals the origins of some of the most deeply-rooted conceptions of color in modern American culture.by Michael Paul Rossi.Ph.D.in History, Anthropology, and Science, Technology and Society (HAST

Creativity and education : some theories and procedures to enhance the development of creativity within a classroom setting.

Abstract not availabl

Educational psychology, an outline of the major trends in its development

A characteristic peculiar ta the 20th century has been the emphasis placed upon psychology. Significant recent advances in the physical sciences have been mainly applications of past experience and methods of research in the particular field. The psychological implications of the recent advances in physical sciences for human welfare, human nature and human experience that have manifested themselves in our time, are new. Interest in these implications pervades all institutions, industrial, educational, medical, economical, among them, and introduces an increasing accuracy into our insights of human behaviour. So new is the psychological development that complete ordering of the boundaries of the branches and aspects of psychological data has yet to be achieved. A variety of areas is being developed, with constant readjustment of relations between developed areas, and as it continues, the scientifically verifiable background knowledge of education accumulates.</div