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Redefining the science-practice relationship and professional training.

L T Hoshmand1, D E Polkinghorne

  • 1Department of Counseling, California State University, Fullerton 92634.

The American Psychologist
|January 1, 1992
PubMed
Summary

This study proposes integrating diverse knowledge sources, including practice, into psychological science training. It advocates for varied research methods and reflective skills to enhance the scientist-practitioner model.

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Area of Science:

  • Psychological Science
  • Epistemology of Practice

Background:

  • Traditional scientist-practitioner training relies heavily on positivistic science.
  • Postmodern perspectives challenge the sole reliance on positivism for knowledge generation.

Purpose of the Study:

  • To propose a revised model for the relationship between psychological science and professional practice.
  • To advocate for a broader epistemological foundation for psychological knowledge.

Main Methods:

  • Conceptual analysis of scientific and practice-based knowledge.
  • Presentation of a cognitive psychology-based framework for practice epistemology.

Main Results:

  • Positivistic science is viewed as one of many possible foundations for psychological knowledge.

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  • The knowledge base should incorporate diverse methods and practice-derived insights.

    • Conclusions:

    • Emphasizes the mutual relationship between science and practice.
    • Recommends expanded research methods, reflective skills, and integrated teaching.
    • Calls for research into scientific training and practice knowledge processes.