Search citation statements
Paper Sections
Citation Types
Year Published
Publication Types
Relationship
Authors
Journals
This article examines the phenomenon known as the "relevance debate" in South African psychology. It begins with a historical overview of the contours of the discipline in that country before describing the controversy's international dimensions, namely, the revolutionary politics of 1960s higher education and the subsequent emergence of cognate versions of the debate in American, European, and "Third World" psychology. The article then details how South Africa's "relevance" project enjoyed a special affinity with an assortment of ethnic-cultural, national, and continental myths and metaphors, all of which served the interests of the political formations of the day. It discusses how, in present-day South Africa, the intelligentsia has become an important catalyst for the so-called African Renaissance, which seeks to provide "relevant" solutions for the regeneration of African society. However, the global hegemony of what began in the 1970s as a "second academic revolution," aided by the lifting of the academic boycott of South Africa, has blunted the once critical edge of "relevance" discourse. A new mode of knowledge production now holds sway, the outcome of a dramatic reformulation of the capitalist manifesto in which the values of the "May 68" generation have been hijacked by a managerialist rationality. In light of the capitalization of the knowledge-production enterprise, it is concluded that the idiom of "relevance" has outlived its usefulness.
This article examines the phenomenon known as the "relevance debate" in South African psychology. It begins with a historical overview of the contours of the discipline in that country before describing the controversy's international dimensions, namely, the revolutionary politics of 1960s higher education and the subsequent emergence of cognate versions of the debate in American, European, and "Third World" psychology. The article then details how South Africa's "relevance" project enjoyed a special affinity with an assortment of ethnic-cultural, national, and continental myths and metaphors, all of which served the interests of the political formations of the day. It discusses how, in present-day South Africa, the intelligentsia has become an important catalyst for the so-called African Renaissance, which seeks to provide "relevant" solutions for the regeneration of African society. However, the global hegemony of what began in the 1970s as a "second academic revolution," aided by the lifting of the academic boycott of South Africa, has blunted the once critical edge of "relevance" discourse. A new mode of knowledge production now holds sway, the outcome of a dramatic reformulation of the capitalist manifesto in which the values of the "May 68" generation have been hijacked by a managerialist rationality. In light of the capitalization of the knowledge-production enterprise, it is concluded that the idiom of "relevance" has outlived its usefulness.
U ndergraduate psychology programs in the Philippines have grown from 44 institutions 20 years ago to 170 colleges and universities at present. It is not clear when psychology was first taught in the Philippines, however in 1926 psychology was offered as a course separate from philosophy. Then the department of psychology was established at the University of the Philippines, attached to the school of education. Other psychology departments were created during the early 1930s. The BS degree in Psychology was first offered in 1948 at the University of Santo Tomas. This university also offered the first Master's and Doctoral degrees in the discipline. After its separation from philosophy, psychology was closely identified with education until the 1960s. The teaching of the discipline emphasized education courses, specifically on guidance and counselling, which served as supporting courses in the psychology curriculum. Now, students are required to have a minimum of 63 units in general education, 45 units in major courses and 18 units in other courses to be determined by the institution, for a total of 126 units. These required courses are similar to many undergraduate psychology program courses in the USA. Philippine undergraduate psychology programs are of two general types, the AB and BS degrees. Both are 4-year single major degree programs. Areas of emphasis commonly offered in AB or BS psychology in addition to general and educational emphasis include industrial psychology, clinical psychology, guidance and counselling, special education, and child development. Psychology programs anchor on the mission statement of the Psychological Association of the Philippines, ''to be a world-class community of psychologists committed to personal and professional growth, human service and social transformation.'' Faculty members use a variety of modern teaching methods, including experiential learning, fieldwork, discussion, peer tutoring, and cooperative group work as well as lectures and reading material to help students reach this goal.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.