John Broughton

John Broughton
Teachers College · Department of Arts and Humanities

Ph.D., Harvard University, 1975

About

37
Publications
5,416
Reads
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733
Citations
Citations since 2016
0 Research Items
78 Citations
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2016201720182019202020212022051015
Additional affiliations
September 1976 - present
Teachers College, Columbia University
Position
  • Professor
Description
  • I am currently working on trauma in everyday life and in movies. I am also interested in and have worked on gender, military psychology, violence, masculinity, and youth culture.

Publications

Publications (37)
Article
Full-text available
Volume 291, The Roots of American Psychology: Historical Influences and Implications for the Future pages 149–167, April 1977
Chapter
Certain unconscious, dynamic characteristics of modern warfare are illustrated in heightened form in the recent Gulf War. The mainstream psychology of war fails to illuminate such dynamics since it is invested in concealing the intense pleasures afforded by warfare. In wartime, actual violence becomes confounded with graphic fantasies of bodily inj...
Article
This study relates children's explications of psychological metaphors to their concepts of life and consciousness. Psychological metaphors refer to descriptions of people, such as "hard" and "soft" or "hard-headed" and "soft-hearted." The perspective guiding this study is that both specific content knowledge of relevant conceptual domains and metal...
Article
Reviews the book, Dictionary of analytical psychology by C. G. Jung (1987). It is unusual for an author to publish a dictionary based entirely upon the concepts in his or her own work, but that's precisely what this volume is. Given the title, there is an uncomfortable structure to the volume because the first half is a prose introduction to the "...
Article
One of the major contributions in the social science of the post-Vietnam era has been the initiation of a new discourse on the psychology of gender. If one were pressed to identify the prototypical statement of this fresh field, the most justifiable candidate would be Dorothy Dinnerstein's book, The Mermaid and the Minotaur. Dinnerstein's thesis i...
Chapter
Ego psychology represents a dominant paradigm in the study of personality. However, it is a confusing tradition, embracing a number of different schools of thought. One could point to at least two distinct European varieties, linked with the names of Jung and Anna Freud, and as many as three North American branches, associated with the following fi...
Article
Developmental psychology is a manifold of diverse human activities. It is not just a scientific discipline combining theory with practice and research. It is also wholly a part of society, a social institution with a professional structure and a public presence. Not only does it influence social behavior, but it also represents a special form of co...
Chapter
The intellectual significance of 1968 struck me late. It made its way to me only indirectly via European psychology. So absorbed was I in trying to become a psychologist that it was not until 1975 that the reverberations of that momentous historical disruption penetrated my dull brain.
Book
Something instructive occurred in the process of entitling the present collection. Both editor and publisher sought a simple and succinct rubric for the various pieces of work. But they rapidly and reluctantly reached the consensus that, by either intellectual or marketing criteria, the inser­ tion of the adjective "psychological" to qualify the no...
Chapter
In recent years, a cognitive-developmental approach to psychology has grown out of the work of Dewey, Baldwin, Piaget, Mead, and Kohlberg. Despite difficulties of both a theoretical and an empirical nature, this approach has matured to a point where it rivals psychoanalytic theory in scope. Although it is a general psychology of development, recent...
Article
Emerging from the American tradition of mental philosophy, Baldwin developed one of the earliest evolutionist and genetic psychologies. His instrumental view of the mind was based on the model of intentional action, and he accounted for knowledge in terms of the triangle of "habit," "assimilation," and "accommodation." He proposed a comprehensive g...
Article
In contrast to positivistic self-concept psychology, the cognitive-developmental approach looks at concepts of selfhood itself. Interviews with adolescents reveal that they have a complex ‘divided metaphysics’ of subjectivity, based on a dualism of true, inner self and false, outer appearance. R.D. Laing has also discussed this ‘divided self’ Howev...
Article
In order to understand J. Piaget (1970) as a structuralist, the intellectual tradition of structuralism is characterized historically and in terms of its epistemology and metaphysics. Piaget's theory is located as a branch of structuralism concerned with the concept of truth, in distinction from French structuralism, which focuses on meaning. The 2...
Article
In its emphasis on suprahistorical totalities, structuralism in developmental psychology has failed to acknowledge the sociohistorical nature of cognition. In this it converges with, and serves the purpose of, ideology. A recently emerging attack on developmental theory has appropriately taken the form of an ‘ideology-critique’. The form of this cr...
Article
Suggests that Piaget's psychology of the decentered epistemic subject, with its cybernetic competence theory of cognition, generates 2 related problems. First, the possibility of subjectivity is ruled out and with it both consciousness and self-consciousness. Second, the dynamic transformation of society through history is diminished to a trivial l...
Article
Contends that Piaget's proposal that cognitive structures are objectively real and correspond to the formal characteristics of logical and mathematical models raises the competence-performance problem. The vogue of reducing competence models to performance models is countered both by epistemological arguments and by examining the weakness of suppos...
Article
Sessions of and presentations given at a memorial conference, held in honor of Jean Piaget, are reported. The conference was sponsored by the Developmental Psychology Program at Teachers College, Columbia University, on November 14, 1980. Sixteen scholars from the fields of psychology, philosophy, and education participated. (CJ)
Article
In examining the dynamic, functional aspects of Piaget’s theory, one finds two major models for the understanding of interaction and change: assimilation/accommodation and scientific inquiry. However, neither of these models relates to the other, neither operates the way it is claimed to, and thus neither can do justice to the notion of active know...
Article
Full-text available
Assessed the effects on moral development of discussions of moral dilemmas with partners at the same or more advanced levels of moral judgment. 42 male and 40 female undergraduates, selected from a pretest sample of 117 students, completed a group-administered, written opinion questionnaire containing 8 moral dilemmas derived from L. Kohlberg's Cho...
Book
I: Personal History before Leipzig.- 1 Wundt before Leipzig.- II: 'Influence' After Leipzig.- 2 Wundt and the Two Traditions in Psychology.- 3 Wundt's Theory of Behavior and Volition.- 4 Wilhelm Wundt and Early American Psychology: A Clash of Cultures.- 5 Wundt and the Americans: From Flirtation to Abandonment.- III: Wundt in English Translation.-...
Article
Children'S development of a “natural philosophy” is a fundamental part of their social-cognitive growth and influences their real-life relations with the social world as well.
Article
Loevinger's empirical psychology has sought to construct an instrument to measure “ego development”—that consistency of personality providing and integrating the diverse parts of the person into a holistic “self.” Loevinger is looking for general psychological principles that govern neurosis, therapy and ego development. Her work combines a variant...
Article
Laing's reaction against the psychiatric establishment has catalyzed a long-standing controversy in the field of psychotherapy. But the internal ambiguities and plain contradictions in his work have left us without any clear criteria for defining sanity and pathology. Along with Szasz, Scheff and others, the critique that Laing offered in the 1960s...
Article
In this paper a recent critique of Kohlberg's cognitive-developmental approach to morality by Krutines and Greif is examined in detail. The critique is found to contribute some useful indications of needed study. However, a careful analysis of the literature on moral development shows the criticisms to be largely unfounded, in several cases misrepr...
Article
This paper presents a cross-sectional investigation of adolescents' and young adults' reflective epistemological development. Three groups of 8 subjects (4 male and female) ages 10, 14, and 18 were given Piagetian tasks, the Kohlberg moral judgment questionnaire, and an epistemology interview covering such concepts as knowledge, thought, feeling, s...
Article
Thesis (Ph. D.)--Harvard University, 1975. Includes bibliography. Typescript (Microfilm copy) xiv, 547 leaves : ill.
Article
Jack Broughton currently makes his home in Seattle, where he is a Ph.D. candidate in physical anthropology at the University of Washington. Floyd Buckskin lives close to Simloki, where he continues learning the traditions of his Ajumawi people. In this chapter they draw upon Buckskin's knowledge and previous scholarship to explain the significance...

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