Systematology, theoretical psychology and the epistemology of psychology: a framework for analyzing the systems of psychology
A specific theoretical and methodological context for a teaching proposal on psychological systems based on meta-theoretical analysis parameters and specific meta-scientific models is presented, with the aim of repositioning systems of psychology undergraduate courses, and their intellectual and pro...
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| Format: | Article |
| Language: | English |
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Instituto Peruano de Orientación Psicológica – IPOPS
2016-12-01
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| Series: | Interacciones |
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| Online Access: | http://ojs.revistainteracciones.com/index.php/ojs/article/view/37/html |
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| author | Catriel Fierro Ornella Bruna Laureano Brisuela Blume |
| author_facet | Catriel Fierro Ornella Bruna Laureano Brisuela Blume |
| author_sort | Catriel Fierro |
| collection | DOAJ |
| description | A specific theoretical and methodological context for a teaching proposal on psychological systems based on meta-theoretical analysis parameters and specific meta-scientific models is presented, with the aim of repositioning systems of psychology undergraduate courses, and their intellectual and procedural exercises, in the subsystem of the epistemology of the psychology. Firstly, the place of schools and systems in psychology's development is characterized. Secondly, international, regional and local debates that have taken place in the last decades regarding systematology as curricular content in psychologists' education are described. Thirdly, we describe the field of Anglo-Saxon theoretical psychology, where the comparative study of psychological systems is a central part of the field. In such a programmatic context, systematology, far from being an enunciative exercise of the concepts of the various psychological systems, constitutes a metatheoretical discipline at the metascience, thus consisting in an epistemological exercise. We conclude both on the centrality of psychological systems in psychologists' education, and on the need for concrete pronouncements on the diverse variables that make the curricular concretion of systematology. Such conclusions will be taken up and developed in an upcoming work that synthesizes a curricular and programmatic proposal for the teaching of psychological systems |
| format | Article |
| id | doaj-art-5e9796715fae4e5bb2f092994c0d5a9a |
| institution | Kabale University |
| issn | 2411-5940 2413-4465 |
| language | English |
| publishDate | 2016-12-01 |
| publisher | Instituto Peruano de Orientación Psicológica – IPOPS |
| record_format | Article |
| series | Interacciones |
| spelling | doaj-art-5e9796715fae4e5bb2f092994c0d5a9a2025-02-02T12:42:54ZengInstituto Peruano de Orientación Psicológica – IPOPSInteracciones2411-59402413-44652016-12-012214716910.24016/2016.v2n2.37Systematology, theoretical psychology and the epistemology of psychology: a framework for analyzing the systems of psychologyCatriel Fierro0Ornella Bruna1Laureano Brisuela Blume2Universidad Nacional de Mar del Plata, ArgentinaUniversidad Nacional de Mar del Plata, ArgentinaUniversidad Nacional de Mar del Plata, ArgentinaA specific theoretical and methodological context for a teaching proposal on psychological systems based on meta-theoretical analysis parameters and specific meta-scientific models is presented, with the aim of repositioning systems of psychology undergraduate courses, and their intellectual and procedural exercises, in the subsystem of the epistemology of the psychology. Firstly, the place of schools and systems in psychology's development is characterized. Secondly, international, regional and local debates that have taken place in the last decades regarding systematology as curricular content in psychologists' education are described. Thirdly, we describe the field of Anglo-Saxon theoretical psychology, where the comparative study of psychological systems is a central part of the field. In such a programmatic context, systematology, far from being an enunciative exercise of the concepts of the various psychological systems, constitutes a metatheoretical discipline at the metascience, thus consisting in an epistemological exercise. We conclude both on the centrality of psychological systems in psychologists' education, and on the need for concrete pronouncements on the diverse variables that make the curricular concretion of systematology. Such conclusions will be taken up and developed in an upcoming work that synthesizes a curricular and programmatic proposal for the teaching of psychological systemshttp://ojs.revistainteracciones.com/index.php/ojs/article/view/37/htmlsystematologyepistemology of psychologyphilosophy of psychologyeducation in psychologytheoretical psychology |
| spellingShingle | Catriel Fierro Ornella Bruna Laureano Brisuela Blume Systematology, theoretical psychology and the epistemology of psychology: a framework for analyzing the systems of psychology Interacciones systematology epistemology of psychology philosophy of psychology education in psychology theoretical psychology |
| title | Systematology, theoretical psychology and the epistemology of psychology: a framework for analyzing the systems of psychology |
| title_full | Systematology, theoretical psychology and the epistemology of psychology: a framework for analyzing the systems of psychology |
| title_fullStr | Systematology, theoretical psychology and the epistemology of psychology: a framework for analyzing the systems of psychology |
| title_full_unstemmed | Systematology, theoretical psychology and the epistemology of psychology: a framework for analyzing the systems of psychology |
| title_short | Systematology, theoretical psychology and the epistemology of psychology: a framework for analyzing the systems of psychology |
| title_sort | systematology theoretical psychology and the epistemology of psychology a framework for analyzing the systems of psychology |
| topic | systematology epistemology of psychology philosophy of psychology education in psychology theoretical psychology |
| url | http://ojs.revistainteracciones.com/index.php/ojs/article/view/37/html |
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