Progress in Modern Psychology: The Legacy of American Functionalism

Progress in Modern Psychology: The Legacy of American Functionalism

Progress in Modern Psychology: The Legacy of American Functionalism

Progress in Modern Psychology: The Legacy of American Functionalism


This volume consists of 15 chapters, each presenting a different segment of modern scientific psychology. Topics range from biochemistry to the history of art, from epistemological arguments to the interplay of science and society; research methods include comparative, developmental, physiological, clinical, and statistical modeling. Each chapter also links current efforts to a shared history. Progress in these diverse activities is presented as the natural outgrowth of a common outlook on scientific psychology, a viewpoint known as Functionalism, which was first articulated around the turn of the century by William James, John Dewey, James Rowland Angell, Harvey Carr, and others.


It is a pleasure to be asked to honor Paul Whitely -- not only because I am most grateful to have been his student, but also because as a college president I am intensely aware of the fundamental importance of dedicated faculty to the quality of undergraduate education.

In fact, as I scan the deluge of reports calling for reform in higher education, each one searching for the key to quality, I always think of Professor Whitely. As I listen to prominent educators expound their latest theories on the perfect pedagogy, I think of Professor Whitely. When the current crowd of critics and commentators decries the lack of student involvement, I think of Professor Whitely. His students were involved, because he was involved. I remember him waiting patiently on many occasions while a conscientious student spent an extra hour completing an exam. And he would always take the time to correct the punctuation.

When I arrived at Franklin & Marshall College many years ago, Professor Whitely was the psychology department. He taught abnormal psychology, applied psychology, the history of psychology, experimental psychology, and so forth. At the same time, he wrote and conducted research, frequently involving his students as coinvestigators. And always he was involved; in my mind he was omnipresent and omniscient. I distinctly recall his vigilance and uncanny "sixth sense" during a project that involved us, his students, in administering a door-to-door questionnaire. He kept careful track of the number of times we returned with a survey indicating "no response" and made sure the questionnaires had not been thrown into the bushes along the way.

If anyone was called to a profession, it was Paul Whitely. He greatly enjoyed his students and he deeply savored the life of the mind. More than . . .

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