Pedagogy and the Human Sciences (PHS) is a peer-reviewed interactive online journal
devoted to the study of teaching and learning in psychology and related fields. Our goal is to
prompt reflection upon what it means to teach and learn in psychology and related fields.
The journal seeks to promote the re-examination of first principles in thinking about teaching
and learning in psychology, education, sociology, anthropology, economics and related
social sciences. PHS seeks manuscripts aimed at the development of theories of pedagogy
in, reflective and conceptual analyses of teaching practices and their relation to principles of
pedagogy and research on the implementation of models of pedagogy. The journal also
encourages empirical research drawing upon multiple traditions and frameworks, including
quantitative, qualitative and action research.
PHS is an interactive journal. Readers are encouraged to comment on all articles published
in PHS. All commentaries should be submitted to the journal editor in the same format as
paper submissions.
The journal proceeds from the principle that teaching and learning are social practices that
are informed by social values. As a result, we seek articles that articulate and explore the
implications of the (often tacit) conceptual, social and philosophical underpinnings of
teaching and learning in psychology. Topics of interest include but are not limited to:
devoted to the study of teaching and learning in psychology and related fields. Our goal is to
prompt reflection upon what it means to teach and learn in psychology and related fields.
The journal seeks to promote the re-examination of first principles in thinking about teaching
and learning in psychology, education, sociology, anthropology, economics and related
social sciences. PHS seeks manuscripts aimed at the development of theories of pedagogy
in, reflective and conceptual analyses of teaching practices and their relation to principles of
pedagogy and research on the implementation of models of pedagogy. The journal also
encourages empirical research drawing upon multiple traditions and frameworks, including
quantitative, qualitative and action research.
PHS is an interactive journal. Readers are encouraged to comment on all articles published
in PHS. All commentaries should be submitted to the journal editor in the same format as
paper submissions.
The journal proceeds from the principle that teaching and learning are social practices that
are informed by social values. As a result, we seek articles that articulate and explore the
implications of the (often tacit) conceptual, social and philosophical underpinnings of
teaching and learning in psychology. Topics of interest include but are not limited to:
| Co-Editors Michael F. Mascolo, Ph.D Michael.Mascolo@Merrimack.edu Christina Hardway, Ph.D. Christina.Hardway@Merrimack.edu Deborah Margolis, Ph.D. Deborah.Margolis@Merrimack.edu Editorial Board Majed Ashy, Ph.D. McClean Hospital, MA Cor Baerveldt, Ph.D. University of Alberta Carol Ann Dalto, Ph.D. Merrimack College Jennifer Dyer-Seymour, Ph.D. California State University Robert B. Faux, Ph.D. University of Pittsburgh Debra Harkins, Ph.D. Suffolk University Eeva Kallio, Ph.D. University of Jyväskylä, Finland Joseph Mayo, Ph.D. Gordon College Sandie Pace, Ph.D. Northcentral University Ruth Propper, Ph.D. Merrimack College Catherine Raeff, Ph.D. Indiana University of Pennsylvania Sara Nora Ross Cincinnatti, OH Carol Reichenthal, Ph.D. Merrimack College Raymond Shaw, Ph.D. Merrimack College |
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| © 2007, Pedagogy and the Human Sciences, All Rights Reserved |
| <theory of pedagogy; theory of teaching and learning; the meaning of teaching and learning in psychology and related social sciences; what constitutes “good teaching”; ways to promote and evaluate good teaching; putting theory into practice; empirical studies on teaching and learning; student assessment as pedagogy; learning as doing; learning by participating in scholarly activity; critiques of existing teaching practice; linking teaching and scholarship; teaching as learning as developmental processes; resolving tensions between content and skills; learning styles; culture, gender and ethnicity in teaching and learning; using technology as means and not an end; addressing fragmentation and integration in the field; articulating intra- and inter- disciplinary links; apprenticeship and participant learning; etc.> |
| "There is nothing as practical as a good theory" -- Kurt Lewin |
PHS is devoted to the idea that good teaching involves much
more than the transmission of information. Our goal is to
promote reflection and discussion related to theory and practice
of teaching in the psychological sciences. It is our belief that
good teaching prompts the development of both skills and
knowledge; encourages reflection upon basic assumptions
and values; prompts not the development of a student's
understanding and intellectual voice; invites students to
participate in the process of scholarly inquiry, and occurs within
the context of relationships between students and teachers as
well as among students themselves.
more than the transmission of information. Our goal is to
promote reflection and discussion related to theory and practice
of teaching in the psychological sciences. It is our belief that
good teaching prompts the development of both skills and
knowledge; encourages reflection upon basic assumptions
and values; prompts not the development of a student's
understanding and intellectual voice; invites students to
participate in the process of scholarly inquiry, and occurs within
the context of relationships between students and teachers as
well as among students themselves.
| Basic Philosophy |
Pedagogy
and the Human Sciences
| practice |
| reflection |
| theory |