Conclusion: High School Psychology in the Context of History

In the 19th century, philosophers debated the feasibility of psychology as a science. Could there be a science of mind? They wondered. Could the mind study itself with the measure of objectivity required in science? Would the centuries-old questions of mind and body, of nature and nurture remain the domain of philosophical discourse or would they become the basis of a new science? The question was answered in the last quarter of the 19th century by Wilhelm Wundt, who brought the philosophical questions of psychology into his Leipzig laboratory and showed that he could study scientifically the speed of mental processes, the qualities of sensation and perception, and the association of ideas. Wundt’s work marked the beginning of a new discipline that has enjoyed more than a century of growth, accomplishments, and popularity. What began as a science of consciousness quickly involved a companion profession of applied psychologists who served as consultants and practitioners contributing to education, business, and the quality of everyday life. Although psychology emerged in Germany, it would thrive in the United States, and by the 1920s America could claim preeminence. More than half of the world’s psychologists now work in the United States, and most of them are involved in the delivery of mental health services.

The public has a long history of fascination with the subject matter of psychology, and much of popular culture today (e.g., movies, television, books, and magazines) focuses on psychological topics. Psychology courses enjoy exceptional popularity in colleges and high schools; approximately 1.5 million college students take introductory courses each year, and another 800,000 are enrolled annually in high school psychology courses. Psychology is one of the two or three most popular majors on college campuses. A recent article in Money magazine listed "psychologist" fourth among the most promising careers for the next decade.

It should not be surprising that psychology enjoys such current popularity. Nor should that popularity diminish in the foreseeable future. Think of the challenges that face our world today. Psychologists can help people learn how to conserve the planet’s resources, reduce prejudice and discrimination, promote healthier lifestyles, build stronger family ties, and thrive in the challenges of the new information era. The list could be expanded, but the point should be obvious: Most serious problems facing the world today will not be solved solely by technologies generated from the natural sciences. These contemporary problems have significant behavioral components, which means that their solutions will involve the science and practice of psychology. Not surprisingly, many believe that psychology will be one of the most important contributors to the quality of life in the 21st century. Behavioral problems are difficult to solve; behavioral change is often difficult to achieve. However, as our understanding of human behavior grows, so does our ability to affect behavioral change.

The success of psychology in solving behavioral problems will depend, in part, on an educated citizenry versed in the critical-thinking skills that underlie science. The public must distinguish real psychology from the fads and pseudoscience of pop psychology. Individuals need to understand the multiple causes of behavior and have some knowledge of the methods that can produce behavioral change. There is no better place for these things to begin than in a science-based high school psychology course. These standards are an important step in improving the quality of such courses, and their adoption is crucial in providing high school students with the understanding they need to enhance the quality of their own lives as well as contribute more broadly to their world.