Structuralism and Functionalism M.D.

Rice

Structuralism Structuralism, associated most closely with the work of Wundt and Titchener, is considered the first true major school of psychological thought (Hergenhahn, 2009; Sternberg, 2009). Hergenhahn (2009) defines structuralism as having as its focus the goal of which was to describe the structure of the mind.(p.292). Structuralisms intention is to develop an understanding of the mind and consciousness by focusing study on each of the parts composing the structure of the mind/consciousness (Sternberg, 2009). One of the main tenets of structuralism has to do with introspection (Sternberg, 2009). Although Wundt and Titchener differed on the semantics of introspection (Hergenhahn, 2009), essentially the core meaning of introspection is that it is the act of purposefully examining inwardly data that is passing through the mind or consciousness (Sternberg, 2009). Sternberg (2009) gives an example of introspection as a person studying the sensory experience of looking at a flower by analyzing their (sensory) perceptions of it in the mind. Those who opposed structuralism provided cogent reasoning for their skepticism of the philosophy. Firstly, the opposition argued that structuralism was built on a scaffolding of existential philosophy and had no room in it for application of non-human research (Hergenhahn, 2009). Secondly, the opposition argued that structuralism was not concerned with, nor conducive to, the study of abnormal psychology (Hergenhahn, 2009). Thirdly, and probably most important of all, opponents of structuralism argued that introspection was a misnomer and that what individuals were actually studying was not the objective thoughts or perceptions themselves but, rather, subjective memories of these events which would make this a retrospection, not an introspection (Hergenhahn, 2009). Functionalism It was a natural linear progression from the questions posed of structuralism that functionalism began and developed. Griffeth (1943) states of functionalism: Functionalism marks, in many respects, a transition from the mentally-inflected psychologies to the behavioral psychologies.(p.167). Functionalism provides a bridge from existentialism to pragmatism. Unlike structuralism, which was concerned with parts and structure, functionalism was concerned with process and form. Functionalists did not just want to know thoughts, they wanted to know how these thoughts came about and why (Hergenhahn, 2009). The functionalist also sought to use data collected not just for the intrinsic value of the data itself, but as applied data to help in making programs or instituting changes to improve social, learning, and work environments (Hergenhahn, 2009). Functionalism was concerned with both mental events and behavioral events as having value in psychology; differences as opposed to similarities in

organisms; animal research, abnormal psychology research, and research with children (Hergenhahn, 2009). Functionalists were not concerned with lofty existential philosophies of consciousness and, though their finite theories may have been different, mostly all of their philosophies of functionalism in its many forms were affected by William James (Hergenhahn, 2009). Conclusions Structuralism and functionalism compose one of the earliest dialectics in psychology (Sternberg, 2009). However, the dichotomy of structuralism/functionalism went much farther than just these two schools of thought. In true Gestalt form, the questions and answers and follow up questions brought about by structuralism and functionalism far exceeded the sum of these two parts. Within the humble origins of structuralism and functionalism were spawned the beginnings of behavioralism, pragmatism, evolutionary psychology, cognitive psychology, educational psychology, and nearly every other major school of thought in psychology today. References Griffeth, C.R. (1943). Principles of systematic psychology. Champaign, Il.: University of Illinois Press. Hergenhaun, B.R. (2009). An introduction to the history of psychology (6th ed). Belmont, CA: Wadsworth. Sternberg, R.J. (2009). Cognitive Psychology, 5th ed. Belmont, CA: Wadsworth.