Table Of Content

Teaching psychology: The political context John Newland R ADFORD (2008), in a wide ranging demic staff who co-exist with these students article on the teaching of psychology for potentially a longer time of say five years. in higher education, creates the image The next loop comprises the university gov- of rambling through a forest. In this image, erning body. The time span for the govern- teaching psychology is represented by the ing body potentially runs into centuries and process of negotiating a way through the veg- in a very really sense has seen extensive etation rather than the vegetation itself. changes over time. The final loop is that of Hence, no discrete ‘content’ is transmitted extant government policy whose time frame from teacher to learner (or conversely from is commensurate with that of the academic learner to teacher) since the vegetation can staff but clearly dwarfed by the timescale of be labelled in myriad ways depending upon the university governing body. Creating the perspective adopted by the rambler. This boundaries enables the university governing is a fascinating image. body to moderate the fit between resources However, in order to find a focus, this that are received, those expended and less commentary will be limited to two critical the resources necessary for its own mainte- aspects not adequately addressed in the arti- nance. Psychology as a discipline is placed cle. The first aspect is the relevance of within such a contextual framework that is boundaries. The second aspect is the politi- not independent of all other disciplines. It is cal context(s). These two issues, though arti- one of many disciplines. Therefore teaching ficially dissociated for current purposes, are psychology is not just about what academic inextricably linked. By way of a preface, this psychologists would like to teach. commentary argues that the Graduate Basis Within this looped structure students of Registration (GBR) is not ‘the profes- have many reasons for wanting to obtain a sional tail’ that is ‘wagging the teaching sub- psychology degree; academic staff have many ject dog [p. 6]’, but a consistent stance in reasons for being in the educative process; order, inter alia, to maintain standards within government policy has many reasons for the teaching of psychology. engaging with universities. In contrast, the Radford (2008) argues that a distinction university governing body has one main rea- can be drawn between a discipline and a pro- son, that of its survival. The creation of fession in that the former does not have boundaries enables university governing boundaries whereas the latter does. A bodies to identify those disciplines that con- counter argument is that disciplines do have tribute to the survival of the organisation, i.e. boundaries even if such boundaries are arti- those whose contribution to resources is a ficially erected by university governing bod- positive one. Critically many psychology ies. In fact there is a real sense in which the departments, as an implicit strategy, have creation of these boundaries is almost an aligned their boundaries with ‘hard science’ inevitable and spontaneous function of uni- disciplines. A cursory inspection of degree versity governing bodies. Imagine higher titles awarded by UK psychology depart- education processes as a series of nested ments needs no statistical analysis to state loops as in a computer programme. The that the ‘Bachelor of Science’ significantly inner loop represents first degree students prevails over ‘Bachelor of Arts’. Given that who are linked to the university for three government strategy predominantly funds years. The second loop is that of the aca- these ‘hard science’ disciplines, psychology 38 Psychology Teaching Review Vol 14 No 2 © The British Psychological Society 2008 Teaching psychology: The political context departments that have used the strategy have The legitimacy of the ‘psychology as a benefited from that alignment. The impact science’ narrative is further augmented by on the teaching of psychology is that it does external validation from a professional body. become perceived as a scientific enquiry and It is not accidental that the Graduate Basis of specifically of experimental method. The Registration (GBR), has a syllabus that actual teaching, however, as in all psycholog- places emphasis on an empirical approach. ical enquiry, may not entirely be that which is Compliance with the GBR can then be used perceived. Boundaries place the process of to confer authenticity on psychology depart- teaching of psychology into a defined con- ments within the university setting. What is text within higher education making it intel- being taught is generally accepted as what ligible to the university governing body and needs to be taught. to the funding allocation processes. The political dimension is scalable in that The second aspect is the political context. it also extends to the individual academics Stating that ‘psychology is a science’ is part of within the psychology department. If ‘psy- a political process (which itself is a psycholog- chology is a science’ then the world view ical phenomenon). Making such a statement espoused in teaching and research is geared does not define the discipline of ‘psychology’ towards experimental methods and little is in an absolute way. It is important to stress taught about alternatives though the possi- that such a statement does not detract from bility exists that time can be allocated ‘if the current premise that the content of psy- there is a demand’. The presumption is that chology enquiry has an empirical basis. the students know what they need to know. However, by using the statement linkages If ‘psychology is a science’ then the know- can be made to prestige and funding within ledge base is based on scientific method and a particular phase of government policy. imponderable questions are in the realm of Interestingly propagation and adherence to philosophy. If ‘psychology is not a science’ the statement by the various stakeholders is then what are we teaching? not evidence of validity but rather an index The place of teaching psychology in of political conformity. Political awareness in higher education might also be, in part, to higher education is evidenced by recognis- ensure that students leave not only with the ing that processes are privileged above con- ability to challenge the accepted status quo tent. The statement ‘psychology is a science’ and acknowledge the relativism that under- is part of an ascendant narrative that implies pins human science, but also the confidence utility. Education is the process by which to do so. society is provided with members who are In summary, Radford provides a timely useful. Scientific method has particular util- opportunity to rehearse some of the rela- ity in that the knowledge base generated tively under discussed issues of what consti- enables the physical environment to be tutes psychology as an academic discipline. manipulated in predictable ways. Therefore, These issues are often perceived as funda- if the process of teaching psychology results mentally unfathomable and perceived as in determinate output skills then it can be debate topics rather than of substantive claimed that psychology has utility. Clearly enquiry. More systematic study of the politi- there are alternative narratives which place cal processes should be part of that enquiry. emphasis on the socially diversifying function of education or on the maintenance of Address for correspondence culture. However, current prominence, Dr John Newland, 10 Harley Street, London although determined by political values that W1G 1PF. are themselves relative, is for ‘psychology as a science’. Psychology Teaching Review Vol 14 No 2 39