Psychologism and Instructional Technology

Little of the work in critical and hermeneutical psychology has been linked to instructional technology (IT). This article provides a discussion in order to fill the gap in this direction. The article presents a brief genealogy of American IT in relation to the influence of psychology. It also provides a critical and hermeneutical framework for psychology. It then discusses some problems of psychologism focusing on positivism, metaphysics, cultural ecology, and power. The narrow psychologism in IT produces a kind of systematic blindness regarding cultural, political, and other issues. IT professionals are encouraged to engage reflectively with the power‐relations and ethical issues in which they are involved. The article points out a need for looking at psychology more comprehensively (e.g. critical and hermeneutical psychology).     

Psychological,Philosophical, and Educational Criticisms of Harry Frankfurt’s Concept of and Views about “Bullshit” in Human Discourse,Discussions, and Exchanges

Princeton University Press recently published the American moral philosopher Harry Frankfurt’s book On Bullshit, which quickly made the New York Times best seller list. Originally published in the journal Raritan in 1986, Frankfurt’s book has been heralded as an important theoretical development in the study of what he (and society) colloquially refer to as “bullshit.” Frankfurt formally defines BS as a situation where ones inclination and obligation to speak about a topic or concept far exceeds one’s knowledge of the topic, which most certainly has been a rising problem for a number of reasons over the past 20 years. However, Frankfurt’s book, which purports to be a moral victory of sorts, and despite its popularity, is not only severely flawed and outdated from an educational, cognitive, and philosophical perspective, but it is also highly oppressive in several different but very important ways. Because this book and its main arguments are being cited favorably in a number of different academic circles (including the science education community), this paper highlights the limitations and flaws of this book and develops a counter-argument and model of BS that has important implications for science, mathematics, philosophy, and educational theory and research.     

从范式论谈心理学的科学性

从范式论的角度分析了心理学的发展过程,得出以下结论：所谓的心理主义范式,行为主义范式是不存在的,认知主义也不可能成为心理学的范式,所谓的单一的物化研究范式也是不存在的,心理学目前仍处于前科学阶段。     

伦理学基于心理主义吗?

心理主义在伦理学研究中不仅是流行的,也是影响深远的传统。心理主义通常包含本体论心理主义与方法论心理主义,它们或它们的混合都可能存在于伦理学研究中。无论何种心理主义都存在难以克服的困难,它们是目前伦理学中出现独断论与怀疑论的主要根源。只有给出一种新的研究纲领才能真正摆脱心理主义的困扰,而语言哲学恰恰提供了这样一种研究纲领。在语言哲学中,伦理学研究可能真正克服心理主义的困难,并可能导致伦理学研究的真正深入。     

Psychologism and Instructional Technology

Little of the work in critical and hermeneutical psychology has been linked to instructional technology (IT). This article provides a discussion in order to fill the gap in this direction. The article presents a brief genealogy of American IT in relation to the influence of psychology. It also provides a critical and hermeneutical framework for psychology. It then discusses some problems of psychologism focusing on positivism, metaphysics, cultural ecology, and power. The narrow psychologism in IT produces a kind of systematic blindness regarding cultural, political, and other issues. IT professionals are encouraged to engage reflectively with the power-relations and ethical issues in which they are involved. The article points out a need for looking at psychology more comprehensively ( e.g. critical and hermeneutical psychology ).