HISTORY OF EPISTEMOLOGY FOR PSYCHOLOGY 2

Knowledge and understanding

After following the course, the student will possess a solid knowledge of the main epistemological theories, something that is needed to understand the scientific status of the various psychological disciplines. The study of epistemology will also contribute, in a decisive way, to the acquisition of the critical spirit that is necessary both to begin a self-learning path and to explain the methodological assumptions of one’s field studies and of the research reported in the scientific literature.

Applying knowledge and understanding

The student will be familiar with the themes and vocabulary of philosophy, which will allow him to understand the philosophical debates that most interest psychologists. Vocabulary is particularly important, because the student will use a specialized vocabulary in this subject, just as in the other subjects he studies. The study of epistemology, or philosophy of science, will also guarantee the possession of the awareness of the complexity of the phenomena that are studied by biological and human sciences (to both of which psychology belongs in many ways) and of the problems that, consequently, are posed to those who try to “map” these phenomena. Finally, the study of the philosophy of science will provide the student with interdisciplinary skills.

Dublin Descriptors:

Knowledge and understanding

A. Demonstrate a solid knowledge of the main epistemological theories and the conceptual foundations of the theoretical paradigms in psychology (cognitivism, behaviourism, psychoanalysis, social constructionism, systemic-relational approach).

B. Understand the scientific status of psychological disciplines, the complexity of phenomena studied by biological and human sciences, and the historical evolution and transitory nature of world-framing systems.

Applying knowledge and understanding

A. Master and apply specialized vocabulary and conceptual categories of philosophy of science to analyze and understand theoretical and interdisciplinary debates relevant to psychology.

B. Apply epistemological tools to explain the methodological assumptions of empirical research, field studies, and scientific literature.

Making judgements

A. Develop an autonomous critical spirit in evaluating psychological and scientific theories, identifying the criteria that govern interpretative schemes, values, and actions.

Communication skills

A. Communicate epistemological problems and concepts clearly, rigorously, and unambiguously using appropriate philosophical terminology with both specialist and non-specialist audiences.

Learning skills

A. Acquire guided reading and critical analysis skills for classical and contemporary philosophical texts necessary to engage in self-learning and pursue further advanced studies with a high degree of autonomy.

The teaching will be carried out through lectures, a method that will ensure the transmission of contents and methods. In order to achieve the objectives relating to learning and communication skills, questions for clarification and deepening by the students will be encouraged during the lessons. Lessons will include guided reading of philosophical texts, in order to develop the ability to understand this kind of writings.

The lecture on Gergen’s text will be held in English.

If the course is delivered in blended or remote mode, appropriate adjustments may be made to the above, in order to ensure consistency with the syllabus.

No propaedeutic knowledge is required.

Attendance is strongly recommended, as the professor’s exposition of epistemological theories and explanation of philosophical texts greatly facilitates the students’ acquisition of the content.

1. Fundamental Problems of the Epistemology of Psychology

Epistemological problems of psychology. Epistemological foundations of the main theoretical paradigms in psychology. Empirical psychology. Behaviorism. Cognitivism. Social Constructionism. Systemic-Relational Approach. Complexity and Constructivism. Sociology of Science. Psychoanalysis. Freud's epistemological approach.

2. The Epistemological Debate of the Twentieth Century: Gergen

Conceptions of moral action. Romanticism and modernism. Psychological formulations and implications for social action of moral visions. Social constructivism. Relationships between science and society.

3. The Epistemological Debate of the Twentieth Century: Eco

The Name of the Rose. The transition to modern models of knowledge. Empiricism and idealism. Symbolic-metaphysical epistemology. The empirical and epistemological "via moderna" (modern way). Theories of truth. Truth as a laborious process of hypothesis formulation. The labyrinths of time and the sign. The "gnoseological field" of The Name of the Rose. Terminism. Empirical intuition. Scientific experimental method. Philosophy of science. Thomas Kuhn and scientific paradigms. The evolution of the notion of scientific truth and omniscience. Logico-deductive method. Physical limits imposed by contemporary science on the notion of truth. Prigogine. Books and knowledge. Chaos theories and "far-from-equilibrium systems." Models of knowledge. The evolution of systems of thought.

1. Marco Castiglioni, Epistemologia e psicologia, EDUCatt 2001, 128 pp. [ISBN 9788883111280]

2. Kenneth J. Gergen, Social Construction and Moral Action, in Social Discourse and Moral Judgement, edited by Daniel N. Robinson, Academic Press 1992, pp. 9-27. [ISBN 0-12-590155-0] [available on the website of the course on Studium]

3. Umberto Eco, The Name of the Rose, translated by William Weaver, Harcourt Brace Jovanovich 1983, 502 pp. [ISBN: 9780151446476]

4. Saggi su Il nome della rosa, a cura di Renato Giovannoli, Bompiani 1985, essays by van Velthoven, Wertheimer, Zecchini, Rubino, Mackey, Artigiani = pp. 288-411. [ISBN: 9788845240591]

Midterm Exam

Midterm tests on the course content are scheduled, in the form of a multiple-choice questionnaire administered via Microsoft Teams.

Students must pass this test with a score of at least 18/30 to avoid having to take the official oral exam on that section of the program.

The purpose of the midterm exams is summative, and the evaluation results in a grade that, if the student so wishes, will be averaged into the final grade calculation. However, if the student is not satisfied with the grade received on a midterm exam, they may include that portion of the syllabus in the final exam instead.

Final exam.

Oral examination, assessed on the basis of the following elements: relevance of the answers to the questions asked (necessary to pass the exam); content quality, ability to connect the various parts of the course, proper philosophical language, overall expressive skills (all these elements contribute to the final evaluation, provided that the answers are relevant).

Final grade attribution criteria:

18 to 21 (Sufficient): The student possesses foundational knowledge of the core contents of the course; demonstrates a minimal ability to apply theoretical and methodological skills, and an elementary command of the discipline's specific terminology.

22 to 25 (Fair): The student demonstrates a fair knowledge of the course contents, a good capacity for comprehension and independent critical processing of the topics covered, as well as an appropriate use of specialized vocabulary and design/project references.

26 to 29 (Good / Very Good): The student possesses an in-depth and comprehensive knowledge of the course themes; is able to critically connect theories with practical and operational contexts, demonstrating an excellent command of presentation and argumentation.

30 to 30 with distinction (Excellent / Excellent with distinction): The student demonstrates an excellent, thorough, and critical knowledge of all course contents; highlights a marked capacity for independent processing, critical analysis, and advanced application to educational and design/project contexts, accompanied by an exceptional command of specialized terminology.

Learning assessment may also be carried out on-line, should the conditions require it.

To ensure equal opportunities and in compliance with current laws, interested students may request a personal interview in order to plan any compensatory and/or dispensatory measures based on educational objectives and specific needs. Students can also contact the CInAP (Centro per l’integrazione Attiva e Partecipata — Servizi per le Disabilità e/o i DSA) referring teacher within their department (https://www.cinap.unict.it/content/referenti).

What is the difference between theoretical and practical sciences?

What are the assumptions of social constructionism?

What is practical-prescriptive inference?

In what sense has cognitivism been considered a missed revolution?

What does Gergen mean when he speaks of a Romantic conception of morality?

What does Gergen think about the relationship between principles and practice?

Read this passage from The Name of the Rose and explain its meaning, contextualizing it within the work.

According to van Velthoven, what does The Name of the Rose say about our era?

What conception of truth is implicit in The Name of the Rose according to Artigiani?