Università degli Studi di Urbino Carlo Bo / Portale Web di Ateneo


HISTORY OF PSYCHOLOGY
STORIA DELLA PSICOLOGIA

A.Y. Credits
2019/2020 6

Assigned to the Degree Course

Psychology - Sciences and Techniques (L-24)
Curriculum: PERCORSO COMUNE
Giorno Orario Aula
Giorno Orario Aula

Learning Objectives

In its general part, the course intends to propose a critically argued historical perspective of psychological disciplines, from their roots to the present day. Therefore, the main issues of a historiographic, epistemological, theoretical and methodological nature will be dealt with, as well as some of those related to professional practice, with references to the most relevant issues of contemporary psychology, both in terms of the acquisition of knowledge and in terms of the profession. The main schools that have followed one another in the course of the history of the discipline will also be illustrated in their chronological succession and in their theoretical-conceptual relations.

The first part of the monographic section aims to deepen, against the background of the history of international psychology and in relation to this, the specific history of psychology in Italy, in its subsequent stages, in its salient features and in the factors that have helped to determine the current situation in our country. The second part concerns the figure and work of Cesare Musatti, psychologist and psychoanalyst, with particular reference to his contribution to the debate on the scientific nature of psychoanalysis. The third part concerns the origins and the first developments of psychotherapy in the European and Italian context, between the nineteenth and early twentieth centuries.

Program

General

History and historiography of psychology - Main epistemological and methodological issues of psychology - The origins of psychology - Structuralism and functionalism - Reflexology and historical-cultural school - Psychoanalysis - Psychology of Gestalt - Behaviourism and neo-behaviourism - Geneva School - Cognitivism - Other theoretical orientations - Relationships between the theoretical level and the level of intervention - Main contemporary trends - Psychology as a profession: contexts and forms.

Monographic sections

I - Historical features of Italian psychology (until 1945): the socio-cultural context and the philosophical influences; the beginnings; the periodisation; the relations with the main European and American psychological schools and the presence in the international field; the most significant themes and scholars; the journals, the university teaching and the associations; the psychological testing in Italy between the 19th and 20th centuries; the first diffusion of psychoanalysis in Italy; the Italian Society of Psychology and the first national congresses; the events of 1905 (the 5th International Congress, the announcement of the first chairs, the foundation of the Rivista di Psicologia). Nods on the developments from the second post-war period to the present day.

II - Cesare Musatti and the debate on the scientific nature of psychoanalysis.

III. The origins of psychotherapy in the international context: the pioneers.

The topics on the programme will be dealt with, within the time frame of the semester, according to the above sequence.

Bridging Courses

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Learning Achievements (Dublin Descriptors)

With reference to the Dublin Descriptors, given the type of discipline (as a basis for the study of the different and specific articulations of the same), it is considered appropriate to give priority, among the expected results, to knowledge and understanding of:

- the main developments, up to the present day, of epistemological reflection on psychology as a science characterized by fundamental antinomic positions, which constitute one of the foundations of the current plurality of psychological disciplines;

- the roots of psychology in philosophical thought and in the physiological and medical-freniatric sciences and the long path towards scientific, social and legal recognition of psychology;

- the contents, epistemological positions, methodological approaches and distinctive features of the great schools of research and theorization and the reasons for overcoming each of them or their support by other and different schools.

Since the teaching of the History of Psychology does not have immediate purposes related to the profession, the knowledge and understanding skills applied can only be understood as such in a broad sense. As expected results, therefore, we privilege, for example, skills such as the ability to retrace the complex path of research and theoretical reflection on the main themes of psychology, starting with the specification of its object, and to trace the salient elements of the relationship between theory and applications in psychology, as it has historically been determined and modified.

The expected results include the autonomy of judgement, specifically expressed as the ability to conduct comparisons between schools and theories, to identify and evaluate analogies and differences between them, grasping the influences between them or, vice versa, the critical positions, which often motivate, in the course of the historical development of the sector, the opening of new perspectives. The ability to learn also comes under this heading, with particular reference to critical-conceptual and not merely mnemonic learning. Finally, where possible, the ability to adequately communicate the contents of the course is also an expected result.

Teaching Material

The teaching material prepared by the lecturer in addition to recommended textbooks (such as for instance slides, lecture notes, exercises, bibliography) and communications from the lecturer specific to the course can be found inside the Moodle platform › blended.uniurb.it

Supporting Activities

Additional lessons;

Additional seminars;

Exercises and experiences.


Didactics, Attendance, Course Books and Assessment

Didactics

Teaching methods will be adopted including direct exposure, group discussion, analysis of historically and scientifically significant texts, the development of experiences and / or exercises and in-depth studies of a seminar nature.

Attendance

There is no obligations.

Course books

Legrenzi P. (ed.) (2012). Storia della psicologia. Bologna: Il Mulino [pp. 205 effective].

Ceccarelli G. (2002). Argomenti di storia della psicologia. Urbino: QuattroVenti [pp. 127 effective].

Ceccarelli G. (ed.) (2017). La realtà della fantasia - Una conferenza inedita di Cesare Musatti a Urbino. Urbino: QuattroVenti [pp. 120].

Ceccarelli G. (2018). Precursori e pionieri della psicoterapia. Macerata F.: Leardini [about 90 pp. effective].

On the Moodle platform, on the Athenaeum website, some introductory materials to the course will also be made available (which will still be the subject of some lessons).

Assessment

The achievement of the expected learning outcomes will be evaluated through a written test consisting of five open-ended questions, to which the student must respond within 60 minutes.

Through an appropriate formulation of the questions, the evaluation will cover the various areas in which the expected results indicated above are distributed, in turn consistent with the objectives of the course. With reference to what is specified in the section "Learning outcomes", more weight will be given to the results related to the first area (knowledge and comprehension skills). In this framework, the relevance of the answers, their correctness and completeness, as well as the clarity and comprehensibility, and the ability to synthesize, will constitute specific parameters of evaluation.

The written test votes will be expressed in thirtieths, adopting specific formulas for the transformation of raw scores.

Additional Information for Non-Attending Students

Didactics

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Attendance

There is no obligations.

Course books

Legrenzi P. (ed.) (2012). Storia della psicologia. Bologna: Il Mulino [pp. 205 effective].

Ceccarelli G. (2002). Topics of history of psychology. Urbino: Quattroventi [pp. 127 effective].

Ceccarelli G. (ed.) (2017). La realtà della fantasia - Una conferenza inedita di Cesare Musatti a Urbino. Urbino: QuattroVenti [pp. 120].

Ceccarelli G. (2018). Precursori e pionieri della psicoerapia. Macerata F.: Leardini [about 90 pp. effective].

On the Moodle platform, on the Athenaeum website, some introductory materials to the course will also be made available (which will still be the subject of some lessons).

Assessment

The achievement of the expected learning outcomes will be evaluated through a written test consisting of five open-ended questions, to which the student must respond within 60 minutes.

Through an appropriate formulation of the questions, the evaluation will cover the various areas in which the expected results indicated above are distributed, in turn consistent with the objectives of the course. With reference to what is specified in the section "Learning outcomes", more weight will be given to the results related to the first area (knowledge and comprehension skills). In this framework, the relevance of the answers, their correctness and completeness, as well as the clarity and comprehensibility, and the ability to synthesize, will constitute specific parameters of evaluation.

The written test votes will be expressed in thirtieths, adopting specific formulas for the transformation of raw scores.

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