By Barry D. Smith
I soon discovered that one solution to this problem- particularly salient as the Millennium approaches- is to use student interest in the future to teach about the past and present (Smith, 1998).
However, the crystal ball they use must be a scientific one: They must defend their speculations on the basis of what they have learned (or can learn) about existing research and theory (Smith, Levine, & Wilken, 1998).
Barry Smith is professor of psychology at the University of Maryland-College Park, where he has also been acting chair of the Department and director of Undergraduate Studies.
The recipient of the Distinguished Teacher/Mentor Award, he
has regularly taught introductory psychology, as well as graduate and undergraduate courses in personality, statistics, research design, and clinical biopsychology.
conducts psychophysiological research at the university and in laboratories at the National
Institutes of Health
(NIH) Clinical Center in Bethesda, Maryland.
has authored and edited several books, most recently Psychology: Science and Understanding (1998), published by McGraw-HilI.
The author can be reached at 301-405-5860, Fax: 301-314-9566, email: firstname.lastname@example.org
, B. D. (1998).
The Scientific Crystal Ball: Teaching the Psychology of the Future.
Paper presented at the meeting of the National Institute
on the Teaching of Psychology, St, Petersburg Beach, Florida.
, B. D., Levine, V. , & Wilken, J. (1998).
Instructor Manual To Accompany Psychology: Science and Understanding.
Dubuque, IA: McGraw-Hill
, M. B. ( 1994).
Human science- really.
A theme for the future of psychology.
Journal of Humanistic Psychology
, 34, 111 - 116.