Disciplinary Distinctions and Pedagogical Considerations of Teaching Psychology in Indian Academia

Abstract

A student of Psychology often begins their journey with a query of whether Psychology should be defined as a Science or Humanities subject. Besides categorization, or the degree definitions, the question deserves deeper exploration in terms of how to discover the subject, for the novice learner. Would the rigour of research in the physical sciences, and hard-core quantitative analyses be the primary criteria of deciding whether a subject or discipline be defined as a Science? Or would depth of explanation, and more eclectic approaches be amenable to exploring for more knowledge, qualitatively and quantitatively? Linked to this distinction is the approach to teaching and learning the subject at undergraduate and postgraduate levels. The listing of Psychology as a subject/ domain of study varies from Science and Technology, to Arts, Humanities and Social Sciences faculties across higher education institutions in India (and abroad). The pedagogy of teaching Psychology appears to vary as well, typically most including theoretical concepts and applications beyond the classroom. The question most interesting perhaps is whether it need be restricted to any specific faculty at all, especially in postgraduate level, but rather engage a more multidisciplinary avenue. The present paper aims to raise these questions for more reflections on teaching-learning practices in Psychology.