Teaching conceptual issues through historical understanding

In this paper we argue that the topic area of Conceptual and Historical Issues in Psychology is a well crafted one, in that historical analysis is an invaluable tool in teaching the conceptual issues that must be appreciated to gain a full understanding of psychology. Using selected teaching examples we discuss how the history of psychology can illuminate and inform an understanding of not only specific issues and debates in psychology, but also the nature of psychology as a reflexive, socially embedded discipline. We then go on to present a case study of a recent curriculum re-design at the University of Gloucestershire that put Conceptual and Historical Issues at the core of first-year teaching, with the intention that the insights gained will provide a firm foundation for understanding the remainder of the syllabus. Early indications are that introducing students to this perspective while they are new to university study encourages them to see it as a form of thinking differently that is inherent to Higher, versus Further, Education; whereas previous practice of covering it in a final-year capstone module resulted in some students treating it as a marginal topic

Teaching conceptual issues through historical understanding

In this paper we argue that the topic area of Conceptual and Historical Issues in Psychology is a well crafted one, in that historical analysis is an invaluable tool in teaching the conceptual issues that must be appreciated to gain a full understanding of psychology. Using selected teaching examples we discuss how the history of psychology can illuminate and inform an understanding of not only specific issues and debates in psychology, but also the nature of psychology as a reflexive, socially embedded discipline. We then go on to present a case study of a recent curriculum re-design at the University of Gloucestershire that put Conceptual and Historical Issues at the core of first-year teaching, with the intention that the insights gained will provide a firm foundation for understanding the remainder of the syllabus. Early indications are that introducing students to this perspective while they are new to university study encourages them to see it as a form of thinking differently that is inherent to Higher, versus Further, Education; whereas previous practice of covering it in a final-year capstone module resulted in some students treating it as a marginal topic

Cotranslational protein assembly imposes evolutionary constraints on homomeric proteins

Cotranslational protein folding can facilitate rapid formation of functional structures. However, it might also cause premature assembly of protein complexes, if two interacting nascent chains are in close proximity. By analyzing known protein structures, we show that homomeric protein contacts are enriched towards the C-termini of polypeptide chains across diverse proteomes. We hypothesize that this is the result of evolutionary constraints for folding to occur prior to assembly. Using high-throughput imaging of protein homomers in vivo in E. coli and engineered protein constructs with N- and C-terminal oligomerization domains, we show that, indeed, proteins with C-terminal homomeric interface residues consistently assemble more efficiently than those with N-terminal interface residues. Using in vivo, in vitro and in silico experiments, we identify features that govern successful assembly of homomers, which have implications for protein design and expression optimization

History and theories of psychology: A Critical Perspective

Does mainstream psychology offer us a 'true' insight into human nature? Or are current psychological theories and philosphies as much to be taken in the context of today's social and political thinking as were past beliefs within the discipline? Addressing this sometimes contentious debate, 'History and Theories of Psychology' introduces the core issues of critical psychology from a historical perspective. The authors show how the development of the discipline, far from being a steady progression towards an empirically verifiable truth, has been significantly shaped by its host society throughout history. The book is divided into two main sections. The first provides an overview of the history of psychology, using the benefit of hindsight to demonstrate how the discipline has been influenced and encroached upon by external events. The second applies the same broad perspective to issues in present day psychology, covering topics such as: the role of contemporary psychology, methodology within psychology, folk psychology and social constructionism. By addressing these issues in the light of critical psychology, the book aims to present a more realistic appreciation of the nature and scope of modern psychology, promoting greater critical awareness in students and teachers alike

Psychology in social context: issues and debates

Psychology in Social Context: Issues and Debates provides a critical perspective on debates and controversies that have divided opinion within psychology both past and present. Explores the history of psychology through examples of classic and contemporary debates that have split the discipline and sparked change, including race and IQ, psychology and gender, ethical issues in psychology, parapsychology and the nature-nurture debate. Represents a unique approach to studying the nature of psychology by combining historical controversies with contemporary debates within the discipline. Sets out a clear view of psychology as a reflexive human science, embedded in and shaped by particular socio-historical contexts

Psychology in social context : issues and debates./ Tyson

xi, 280 hal.;27 cm

Psychology in social context : issues and debates./ Tyson

xi, 280 hal.;27 cm