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Chapter 9

Competing Models of Psychology

Chapter Objectives:

• Compare and contrast post-Renaissance expressions of psychology around the issue of dualism.
• Specific evaluation of French, British, and German philosophers along dimensions of: Mental activity, sources of knowledge, monism or dualism, and the formation of ideas.

Chapter Summary:

The twenty-five figures selected to describe the place of psychology within the British, French, and German philosophical movements reflect important subtleties. Watson's prescriptive dimensions, Coan's factors, and the schemes diagrammed in Figures 9-1 through 9-4 are all useful in the organization of these diverse views. As psychology emerged in the nineteenth century, various forms of the new discipline reflected the underlying philosophical models developed over three centuries of post-Renaissance thought. To a great extent, the assumptions of those models are still relevant to the contemporary study of psychology.

Suggested topics and issues for class discussion and/or short essay examination questions:

1. Do the philosophical models of seventeenth- and eighteenth-century France, Britain, and German have contemporary relevance?

2. Describe the state of empiricism by the end of the eighteenth century.

3. Briefly describe Watson's (1967) prescriptive dimensions of psychology in terms of the benefits and liabilities of using this approach to organize the critical issues underlying the assumptions about psychological inquiry.

4. Describe Coan's (1968) six factors from his study: subjectivism vs. objectivism, holistic vs. elementaristic, transpersonal vs. personal, quantitative vs. qualitative, dynamic vs. static, synthetic vs. analytic. Briefly discuss each in terms of the general directions for psychology from the French, British, and German philosophical movements.

5. Describe the trends of the three national movements in light of views on the mind (Figure 9-1 and related discussion). How did each trend evolve over time with respect to the others?

6. Describe the trends of the three national movements in light of views on the sources of knowledge (Figure 9-2 and related discussion). How did each trend evolve over time with respect to the others?

7. Describe the trends of the three national movements in light of views on monism vs. dualism (Figure 9-3 and related discussion). How did each trend evolve over time with respect to the others?

8. Describe the trends of the three national movements in light of views the methods of acquiring knowledge (Figure 9-4 and related discussion). How did each trend evolve over time with respect to the others?

9. Contrast the relative positions of earlier philosophers in light of the evaluative dimensions presented in Figures 9-1 through 9-4, e.g., Descartes vs. Spinoza, the Stoics vs. the Epicureans, Plato vs. Aristotle.

10. What limitations and qualifications are necessary when organizing complex views according to the arrangements proposed in Chapter 9?