Bibliographic record
Abstract
Introduction The focus of this chapter is a psychology that had its origins in the student movements of the 1960s and 1970s. When it first acquired a name, it was called “critical-emancipatory psychology,” but in time the label was shortened to “critical psychology,” though it never lost its emancipatory intent. By way of introduction, I shall first say something about its history and the conceptual and ideological issues that motivated it. As we move on, we shall see how, crucial to its emancipatory goals, it formulated the subject matter of psychology as human subjectivity. We shall then look at how psychology itself was reconstructed in order to reflect the nature of its subject matter. There were many catalysts that precipitated the collective actions of a highly politicized postwar student generation in the Germany of the 1960s. These included restrictions by both governments and university officials on free speech. Many students and others complained of a lack of relevance of the material taught at universities. There was a general unrest stemming from the universities' authoritarian approach to the curriculum. In the end, however, the complaint that had by far the greatest impact on subsequent developments concerned the ideological nature of the subject matter being taught, particularly in philosophy and the social sciences. Two debates were particularly crucial to the later development of Critical Psychology in Germany. The first took place in 1967 and had to do with the relevance of psychological or any other kind of scientific knowledge.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.002 | 0.011 |
| Scholarly communication | 0.004 | 0.004 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.008 | 0.002 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".