Flis Ivan
J Hist Behav Sci. 2016 Jul;52(3):258-78. doi: 10.1002/jhbs.21791. Epub 2016 May 6.
This article aims to provide an overview of the historiography of psychology textbooks. In the overview, I identify and describe in detail two strands of writing histories of introductory textbooks of psychology and juxtapose them to provide an integrated historiography of textbooks in psychology. One strand is developed by teachers of psychology-first as a general approach for investigating textbooks in a pedagogical setting, and then later upgraded into a full history of psychology textbooks in America. The other strand follows a more familiar perspective of historians of science and historians of psychology who build on various post-Kuhnian and post-Foucauldian perspectives on textbooks. I make an argument for integrating these two views for a more comprehensive historiography of textbooks in psychology, recasting textbooks as objects of research and sources that are interesting sui generis for historians of psychology in their investigations.
本文旨在概述心理学教科书的史学编纂。在这一概述中，我详细识别并描述了心理学入门教科书编写历史的两条线索，并将它们并列呈现，以提供心理学教科书的综合史学编纂。一条线索是由心理学教师发展而来——首先作为一种在教学环境中研究教科书的一般方法，后来升级为美国心理学教科书的完整历史。另一条线索则遵循科学史家与心理学史家更为常见的视角，他们基于库恩和福柯之后关于教科书的各种观点。我主张将这两种观点结合起来，以形成更全面的心理学教科书史学编纂，将教科书重塑为研究对象和资源，这些资源本身对心理学史家的研究来说是有趣的。
