This article presents findings derived from 2 surveys inquiring about the role of the history of psycbology course within undergraduate and graduate psychology departments in Canada. Conducted through the Chairs of Canadian Psychology Departments (CCPD) listserv, the results indicated that the history of psychology has a robust presence in psychology programs in Canadian universities, often serving as a requirement for an honors degree or graduation. Yet, many departments have reported having difficulties finding a consistent instructor for the course, with the majority of instructors not identifying as a "history specialist." We reviewed the findings, have highlighted aspects of concern, and have argued for a solution that includes recognizing the value of historical research as part of psychology.Keywords: Canadian universities, pedagogy, teaching the history of psychology Building on earlier research by Fuchs and Viney (2002) on the history of psychology course in American universities, this article inquired into the role of the history of psychology course, and the historian of psychology, within undergraduate and graduate psychology department curricula in Canada. Based on their research, Fuchs and Viney (2002) noted that the majority of history of psychology instructors are not history specialists and are largely selftaught, having their primary research focus in other areas. The history of psychology is thus largely a pedagogical endeavor for these instructors, with relatively few publishing in history of psychology journals. Fuchs and Viney (2002) pointed out that there are relatively few opportunities for a faculty position with the history of psychology as a primary research
This article focuses on the history of psychology as a core area in the field of psychology. Does the discipline recognize the contributions of historical research, or does the history of psychology only serve a pedagogical function in the discipline? Our concerns center on the relationship (or lack thereof) between pedagogy and research in the academy. This stems from the fact that historical research is not viewed as contributing to the advancement of the field both professionally and pedagogically. We summarize the pedagogical function that the history of psychology serves in the academic discipline, as well as its status for professionalism in psychology. Moving from the U.S. and Canadian context, we address the status of the history and philosophy of psychology within Britain and Ireland. This comparative analysis allows us to remark more broadly on the issue of professionalism for psychologists as it pertains to the requirement of the history of psychology for advancement in the field (from undergraduate student to practitioner in the field). We also discuss the issue of professionalism for historians of psychology. Specifically, what does it mean to identify as a historian of psychology, and what challenges emerge from specializing in this area? We conclude with remarks suggesting that strength in this area is derived from a combination of both teaching and research activities. We suggest that the development of a stronger community among historical researchers (despite epistemological differences) may be a way forward, and suggest where future work might head on these topics. (PsycINFO Database Record
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