Краткое содержание:

Чтобы подвести итог, как сказал Чарльз Толмен (1988, 1991), дисциплинарной ситуации теоретической неопределенности, высказываемой рассмотрением громкими экспертами плюрализма (в том числе Кун, Кох и Gergen), то она оказывается не необходимой, ни завязшей(см.тж. Толмен и Lemery, 1990). Вместо этого, для решения так называемой теоретической проблемы преемника просто необходимо новое и сегодня еще невостребованное понимание природы эмпирического и теоретического уровня науки (Ballantyne, 1995).

Такой подход к оценке "зрелости" конкурирующих позиций использует дополняющие друг друга прогрессивными натуралистическими эмерджентистскими (напр., интегративных уровней) тенденциями в других дисциплинах (см., например, Новиков, 1945), и (1966, 1979) и теория прямых восприятий Гибсона, для подчеркивания сути развития изучаемого объекта, который является надлежащим источником "генеративных метафоры" детализированных Данцигером (1990; 1997). В свою очередь, методика оценивания также обеспечивает основу для своего рода "встречного консенсуса" засвидетельствованного как необходимый де Гроотом (1990).

Постоянной задачей будет, по-видимому то, что мы выдвигаем некие ведомственных и организационных структуры и фундирующие возможности для объединения, учета и обучение, а также применения этих относительно новых подходов. При этом, мы будем содействовать принятию психологии 21-го века своего рода "крупномасштабных теорий", по словам Стаатса (1987), как свидетельства "единой" психологической дисциплины.

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Paul F. Ballantyne. History and Theory of Psychology: An early 21st century student's perspective.2008// pballan@comnet.ca

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