Jeremy Trevelyan Burman, MA
Department of Psychology
4700 Keele Street
Toronto, ON, M3J 1P3
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Short Bio and Contact Info
I teach introductory and advanced developmental psychology at York University. My primary
interest, there, is in helping students to help children. That said,
however, my goals as a teacher
relate to my primary concerns as a writer.
As an historian and theoretician,
my contribution to the science of psychology comes by way of clearly
explaining ideas that have previously not been well-understood, or which
have been dismissed for reasons that no longer make sense. To this end,
I have found that there is nothing better to encourage clear thinking
than interacting with
students in the classroom: if they’re bored, or can’t understand,
then the writing won’t be effective either. My goal is therefore
to entertain and explain, both in class and outside of it; this material
is difficult, but it doesn't have to be painful. This improved understanding then makes new experiments possible, and new policies too.
Students in PSYC2110 and PSYC4510, please use the following
email address for your correspondence: "jtb -/!AT/- yorku -/D.OT/- ca" (but without the extra characters)
All others, please use: "jtburman -/AT!/- yorku -/DO,T/- ca"
(Please send large attachments to Gmail: "jtburman -/A_T/- gmail -/D*OT/- com")
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- I have published 13 scholarly essays in peer-reviewed journals.
- History of Psychology (3)
- Journal of the History of the Behavioral Sciences (2)
- Perspectives on Science (2)
- Theory & Psychology (2)
- History and Philosophy of Psychology Bulletin (1)
- Journal of Applied Developmental Psychology (1)
- Journal of Consciousness Studies (1)
- New Ideas in Psychology (1)
- In support of these efforts, I have presented...
- 3 invited talks
- 20 refereed conference talks
- 13 guest lectures, including 2 at outside universities
- 1 teaching workshop
- 5 departmental colloquia
- on 5 departmental panels
- I have also organized...
- 3 symposia held at conferences
- 1 continuing education course (for APA CE credit)
- My article, "The misunderstanding of memes: Biography of an
unscientific object, 1976-1999," was that journal's most
popular download for the calendar year 2012.
- My publications have been cited 39 times and my h-index is 4.
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- History of developmental psychology, esp. Piaget during and after the “American
rediscovery” (American interpretation of French psychology)
- Historical methods, esp. digital history and digital humanities
- Historiography and philosophy of history, esp.
indigenization, naturalization, translation theory, conservation of
meaning across contexts, etc. (i.e., the movement of concepts between international psychologies)
- Knowledge translation, mobilization, dissemination, transfer and
exchange, utilization, etc.
- Public understanding of science, esp. the intersection
between psychology and biology (e.g., epigenetics, evo-devo,
gene-environment interactions, perinatal programming, developmental
- Public understanding of psychological science, esp. of child development in education
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I am presently contract faculty at Glendon in Toronto, Canada, and a senior doctoral student in the history and theory graduate program of the department of psychology at York University. I received my initial training in psychology at the University of Toronto (HonBSc '04) and in interdisciplinary studies at York (MA '09). In the space between, I worked as an associate producer and web producer at the Canadian Broadcasting Corporation. I also used the time to explore what academia had to offer, deciding ultimately that it was the life I wanted to lead.
My research focusses primarily on what has been described as Jean Piaget’s “new theory” (Beilin, 1992; Davidson, 1988). A series of articles on this topic has begun to make it to press, starting with a contribution to a special issue of New Ideas in Psychology on “the history and future of epigenetics in psychology” (Burman, in press-a). But I have also published several articles exploring some of the various methodological and conceptual problems related to how we think about different aspects of psychology or psychological theory (Burman, 2006, 2007b, 2009, 2012a). I am particularly pleased with the response to my article on “the misunderstanding of memes,” recently published in Perspectives on Science (Burman, 2012b). This article is now that journal’s most popular download.
All of my work can be unified under the rubric of understanding “differences of understanding.” For example: if Piaget’s “new theory” exists as something separate from his other works, as has been proposed in English (but which makes absolutely no sense at all in French), then this is possibly because of how his earlier stage theory was adopted within American Psychology. In other words, we understand his work differently in English from how it has been understood in French, and this difference is what leads us to see his later contributions as being radically different. (This is the subject of my dissertation research.) That said, however, our deriving a better understanding of the historical person—of Piaget before “Piaget” (Vidal, 1994)—is not what I think is most important about my research.
My project started as “pure” history. The material was interesting for its own sake, and I had language skills that others did not that made it possible for me to do things quickly and easily in areas where others struggled. I later came to realize that psychology could benefit from the ideas contained in Piaget’s new theory: they provide an update of the foundations upon which contemporary developmental theory was built (Burman, 2008b). Different aspects of this program have developed through several publications (Burman, 2007b, 2008a, 2011, 2012c, in press-a, invited, under review). Yet it was my debate with Sandy Hobbs for the British Psychological Society—about whether the “cognitive revolution” ought to be considered a myth or not (Hobbs & Burman, 2009)—that showed me how embedded in context our understanding truly is: rather than engaging fully with each other’s arguments, as I had hoped we would, we talked past each other.
After the debate, I began to think more carefully about where understandings come from. This led me to treat the translation of Piaget’s works, from French into English, as more than just a problem of language. It is also an effect of differences in scientific culture and social history. As a result, I began to look seriously at how what we think contributes to how we interpret what we find (Burman, 2009, 2012-c; Müller, Burman, & Hutchison, in press-b). This then also led me to examine an emerging historical method—“neurohistory”—that relies on both psychology and neuroscience (as appeals to studies of how we think) to tell new stories about the past (Burman, 2012a). And it led me to write my article about “the misunderstanding of memes” (Burman, 2012b).
I presently have several new essays under review or in revision. One of these relates to Piaget’s new theory. Another traces part of Piaget’s origin story that we don’t know about in English, but it is written in such a way as to encourage those with access to the relevant resources to make them available (following Burman, 2007a). The third is a repackaging of my recent methods piece: a reprint, as a chapter in a book to be published by Cambridge University Press, but including a new introduction and conclusion that connects the essay more closely to the focus of the book (Burman, under contract). The fourth is a result of a collaboration with my doctoral advisor, Chris Green, as we have explored “digital history” as a possible way to tease apart some of the assumptions about the discipline’s past (Green, Feinerer, & Burman, in press-c).
My goal, when I started in graduate school in 2005, was to become a leading interpreter of Piaget’s last works. Then I wanted to become the primary source of new experimental ideas drawn from what I called, in a symposium that I organized for the International Society for Theoretical Psychology in 2007, “the unknown Piaget.” Now, though, I understand that this is a secondary concern. The true challenge is understanding that which causes differences of understanding. This realization expanded my focus from the history and theory of psychology to “the public understanding of psychological science” and, even more broadly, to “knowledge translation” and “knowledge mobilization.”
I am presently preparing several new essays that address these issues from the perspectives afforded by my historical and theoretical toolkit. One of these adopts some of the new “digital history” methods we’ve been exploring to pick up where I left off in an earlier article—about the problem of unification and the crisis of disunity in psychology (Burman, 2009)—to propose a new method for synthesizing disparate perspectives. I then use those methods to present a unification of “behavioral epigenetics” and “dynamic systems theory,” both to show how the new digital methods can contribute to contemporary interests and to provide a new perspective to encourage future experimental research.
The problem of understanding is one that affects all of our work and influences all of our results. It shapes our interpretations. And it frames the questions we choose to ask. My goal, in engaging with misunderstanding, is to contribute to the science of psychology while at the same time making the value of history and theory more visible. Ultimately, I hope to join a collaborative team in which new experimental studies are made possible by the new perspectives afforded by the reexamination of our shared assumptions.
I also aim to continue to contribute to the public understanding of psychology as a STEM discipline. I took this on most explicitly in my paper on “the misunderstanding of memes,” where I attempted to defend a psychological subject (social learning) from incursions by evolutionary biology (Burman, 2012b), but—because my focus is on differences of understanding in general—there are many more opportunities for related research. Although I have written previously about education, in the guise of helping educators to benefit from Piaget’s new theory (Burman, 2008a), I have also recently begun to think more seriously about policy. My hope, for upcoming work, is to begin to tease apart some of the conflicting assumptions that prevent policies from implementing the evidence-based practices that could most help children. To that end, I am collaborating on a series of projects—in my capacity as the Associate Director of the Milton and Ethel Harris Research Initiative—that would address issues of translating knowledge from psychology and physiology into educational practice.
In addition to pursuing these goals through my research, and my practice as a translator of knowledge, I have also pursued a related set of goals in my service. For example: I served the American Psychological Association as an advisor to the Electronic Resources Advisory Committee—and liaison to the Publications and Communications Board—from 2007-2012. As a result, I had the good fortune to help guide the expansion of the PsycINFO and PsycEXTRA databases, the further development of the PsycNET platform, and the new development of the PsycTESTS and PsycTHERAPY databases. By making psychological knowledge more accessible, with these tools, I feel that we have encouraged a better understanding of psychological phenomena, problems, interventions, and treatments.
I have reviewed manuscripts for History of Psychology, New Ideas in Psychology, and the Journal for Theoretical and Philosophical Psychology. I am a regular reviewer of papers presented at the annual meeting of the Canadian Psychological Association (HPP section). And, this past year, I also reviewed papers for the Society for Theoretical and Philosophical Psychology (APA Division 24). In addition, I serve the Jean Piaget Society with pride as a member of the Emerging Scholars Committee.
* * *
PhD in Psychology
York University, September 2007 – Present
Dr. Christopher D. Green (dissertation advisor)
Dr. Stuart G. Shanker (minor area advisor)
MA in Interdisciplinary Studies
York University, 2009
Dr. Matthew Clark, Dr. Jan Sapp, Dr. Fred Weizmann (thesis advisors)
From ‘Genetic’ to ‘Epigenetic’
Epistemology: The Forgotten Works of Jean Piaget, 1965-1974.
Jean Piaget was one of the most influential psychologists of the 20th
century. Yet his theory regarding "the genesis of knowledge"
(genetic epistemology) has been badly misunderstood. As a result, many
of the criticisms it attracted were misdirected; remedies provided to
address problems that never were. To complicate matters further, the
most mature of Piaget's works--those developed in the last decade of
his life--have been described as promulgating a "new theory"
that would revolutionize the textbook presentation of his ideas. The
suggestion, there, is that this "new" Piaget should be presented
as a contemporary figure; the author of an evolutionary-developmental
framework that could contribute anew to those fields influenced by the
"old" Piaget's decades of work. The challenge, here, is therefore
double: to put the "new theory" in context by reviewing the
history of its emergence, while at the same time excavating the larger
theory that informed those works. (Get it at the Proquest
BSc (Honours) in Psychology and Employment Relations
Trinity College, University of Toronto, 2004
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2013 Council of Canadian Departments of Psych.—Certificate
of Teaching Excellence
2012 Council of Canadian Departments of Psych.—Certificate
of Teaching Excellence
2012 York University—President's University Wide Teaching Award
2011 Government of Ontario—Ontario Graduate
2010 Science Directorate, American Psychological
2010 Jacobs Foundation/Jean Piaget Society—International
Emerging Scholars Award
2010 Council of Canadian Departments of Psych.—Certificate
of Teaching Excellence
2009 Jean Piaget Society—Pufall Award
2007 York University—York Graduate Award
Government of Ontario—Ontario Student Opportunity Trust Fund Award
2004 University of Toronto Alumni Assoc.—Gordon
Cressy Student Leadership Award
2000 University of Toronto Innovations Foundation—Most
Promising Business Award
1999 Rotary Club of Southern Ontario—Rotary
Youth Leadership Award
of Ontario—Ontario Scholar
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Peer-reviewed scholarly publications
5. Burman, J. T. (in press-a). Updating the Baldwin Effect: The biological levels behind Piaget’s new theory. In B. D. Cox (ed.), The history and future of epigenetics in psychology [special issue]. New Ideas in Psychology. doi:10.1016/j.newideapsych.2012.07.003
In 1964, Conrad Waddington (1905-1975) presented a paper in Geneva that led to an internal reassessment of the biological underpinnings of Jean Piaget’s (1896-1980) theory. This in turn resulted in an overhaul of the theoretical framework upon which his stage theory of child development had been based, including his appeals to James Mark Baldwin’s (1861-1934) “circular reaction.” In addition to leading to the emergence of what has been described as a “new theory,” this renovation had the effect of updating Baldwin’s famous “Baldwin Effect.” Because aspects of the resulting framework are of contemporary significance, this essay will review some of the work leading up to Piaget’s updating of the Baldwin Effect. In reaching behind the translations to trace the sources of the arguments in the original sources to which Piaget appealed, the resulting examination fills some of the gaps found in the secondary literature without quibbling over the “correct” English interpretation of translated French terms. We also go beyond how Piaget’s writings have been understood and extract some useful additional ideas from his sources, including how to conceive of the social context in which development takes place. And we see how Waddington and his colleagues, including Paul Weiss (1898-1989), provided a constructive “existence proof” for the formal hierarchy of levels that Piaget had come to by other means.
4. Green, C. D., Feinerer, I., & Burman, J. T. (2013). Beyond the schools of psychology 1: A cluster analysis of Psychological Review, 1894-1903. Journal of the History of the Behavioral Sciences, 49(2), 167-189. doi:10.1002/jhbs.21592
Traditionally, American psychology at the turn of the twentieth century has been framed as a competition among a number of “schools”: structuralism, functionalism, behaviorism, etc. But this is only one way in which the “structure” of the discipline can be conceived. Most psychologists did not belong to a particular school, but they still worked within loose intellectual communities, and so their work was part of an implicit psychological “genre,” if not a formalized “school.” In this study, we began the process of discovering the underlying genres of American psychology at the turn of the twentieth century by taking the complete corpus of articles from the journal Psychological Review during the first decade of its publication and conducting a statistical analysis of the vocabularies they employed to see what clusters of articles naturally emerged. Although the traditional functionalist school was among the clusters we found, we also found distinct research traditions around the topics of color vision, spatial vision, philosophy/metatheory, and emotion. In addition, momentary clusters corresponding to important debates (e.g., the variability hypothesis) appeared during certain years, but not others.
3. Burman, J. T. (2012b). The
misunderstanding of memes: Biography of an unscientific object, 1976-1999. Perspectives
on Science, 20(1),
When the “meme” was introduced in 1976,
it was as a metaphor intended to illuminate an evolutionary argument.
By the late-1980s,
however, we see from its use in major US newspapers that this original
meaning had become obscured. The meme became a virus of the mind. (In
the UK, this occurred slightly later.) It is also now clear that this
becoming involved complex sustained interactions between scholars,
journalists, and the letter-writing public. We must therefore read
the “meme” through lenses provided by its popularization.
The results are in turn suggestive of the processes of meaning construction
in scholarly communication more generally. [Get the PDF here,
open access, courtesy of MIT Press]
2. Burman, J. T. (2012a). History
from within? Contextualizing the new neurohistory and seeking its methods. History
of Psychology, 15(1), 84-99. doi:10.1037/a0023500
“Histories from below” sought to give voice to those ordinary
folk whose social position had failed to afford them great power, wealth,
or responsibility: the neglected undocumented. Now, Lynn Hunt (2009)
calls for a revolution that would task historians with giving voice
to feelings—what I will call a “history from within.” This
is what led her to endorse Daniel Lord Smail's (2008) suggestion that
historians appeal to neuroscience and thereby construct a “new
neurohistory.” The purpose would be to introduce a common factor
to all human stories: a tool to think with when describing what
it was like (cf. Nagel, 1974). If successful, this would be quite powerful:
in Hunt's view, such a project could lead to a universalization of
human rights. But the program is not without challenges, one of which
is to provide an acceptable explanation for the type of looping causation
that applies to bio-cultural kinds. Smail's solution involves an appeal
to evolutionary theory, but how this solves the problem of causation
is not clear. Here, therefore, an attempt is made to clarify his solution.
Smail and Hunt's views on the role of evidence in history are also
made plain. The paper then concludes by importing related ideas from
the recent history of philosophy. If one is going to have a brain-based
view of felt-history, then the neurohistorian's task is to situate
historical individuals in contexts of shared experience—to not
just read evidence through lenses of intellectual “thought collectives” (generalized
from paradeigma), but also through “experiential” or “moral
categories” (aisthánomai). [Get the PDF here,
courtesy of the UCLA Neurohistory group]
1. Burman, J. T. (2008). Experimenting
in relation to Piaget: Education is a chaperoned process of adaptation.
Perspectives on Science, 16(2), 160-195. doi:10.1162/posc.2008.16.2.160
This essay takes – as its point of departure
– Cavicchi’s (2006) argument that knowledge develops through
experimentation, both in science and in educational settings. In attempting
to support and extend her conclusions, which are drawn in part from
the replication of some early tasks in the history of developmental
psychology, the late realist-constructivist theory of Jean Piaget is
presented and summarized. This is then turned back on the subjects
Cavicchi’s larger enquiry (education and science) to offer a
firmer foundation for future debate. Several of Piaget’s “forgotten
works” are discussed; their theoretical contributions synthesized
to form a single interdisciplinary, cross-pollinating narrative describing
how it is that both children and scientists grow into the world. (In
addition, translated excerpts from two related historical documents
have been provided in an appendix, while detailed footnotes add further
context and integrate the discussion with current advances in related
the PDF here.]
* * *
1. Burman, J. T. (submitted). Bringing the brain into history: Behind Hunt's and Smail's appeals to neurohistory. In C. Tileagă & J. Byford (eds.), Psychology and History: Interdisciplinary Explorations. Cambridge, UK: Cambridge University Press. [Abridged then updated and expanded, with a new introduction and conclusion, from "neurohistory" essay published in History of Psychology, 15(1).]
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Invited and other scholarly publications
8. Burman, J. T. (2013). Profiles of international archives: Les Archives Jean Piaget, University of Geneva, Switzerland. History of Psychology, 16(2), 158-161. doi:10.1037/a0031405
This research report provides a look behind closed doors at the Jean Piaget Archives in Geneva, Switzerland. It situates the potential visitor, contextualizes the Archives in its own history, and then describes what scholars can expect to find. New details about Piaget's views on Equal Rights and Equal Pay are also provided, including a look at how they affected the women who worked his factory (esp. Bärbel Inhelder). Also included is a photograph of Piaget's unmarked grave. (A full-color version of this is provided, open access, as part of the online supplemental materials.)
7. Müller, U., Burman, J. T., & Hutchison, S. (2013). The developmental psychology of Jean Piaget: A quinquagenary retrospective. Journal of Applied Developmental Psychology, 34(1), 52-55. doi:10.1016/j.appdev.2012.10.001
John Flavell’s monograph, The Developmental Psychology Jean Piaget—now celebrating its fiftieth (quinquagenary) anniversary—has been described as a “game changer” (Willis Overton, personal communication, 15 May 2012). Its publication, along with that of Joseph McVicker Hunt’s (1961) Intelligence and Experience, was transformational for American psychology: “it was from this time that developmental psychology in the United States began its growth toward maturity as a scientific discipline” (Pickren, 2012, p. 197).
6. Burman, J. T. (2012c). Jean
Piaget: Images of a life and his factory. [Invited research report
inspired by the book Bonjour
Monsieur Piaget: Images d’une vie – Images of a Life,
curated by M. Ratcliff.] History
Psychology, 15(3), 283-288. doi:10.1037/a0025930
If you were ever curious to see the infamous report
on the albino sparrow, or the snails (or the pipe!), they’re
all featured in a wonderful new book: Bonjour Monsieur Piaget: Images
d’une vie – Images of a Life (Ratcliff, 2010). Authorized
and supported by Jean Piaget’s son and literary executor, Laurent,
this volume presents a view of its subject the equal of which I have
never seen. It is simply wonderful. It also suggests hints of an
emerging historical method, examining “psychological factories,” which
I will discuss in detail in the second half of this essay.
5. Burman, J. T. (2011). The
Zeroeth Piaget. [Invited review of the book
Jean Piaget and Neuchâtel: The Learner and the Scholar,
edited by A.-N. Perret-Clermont and J.-M. Barrelet.] Theory & Psychology,
21(1), 130-133. doi:10.1177/0959354310361407
Jean Piaget (1896-1980) was one of the most eminent
psychologists of the twentieth century (Haggbloom et al., 2002). His
studies provided the basis of modern developmental psychology. But the
popularization of those studies led to several misunderstandings (Lourenço
& Machado, 1996). This book helps to counter that trend by digging
deeper; it addresses some of the misunderstandings by excavating his
origins. It shows that Piaget was not a solitary genius---he had a family,
a childhood, and was trained to think and act in specific ways that
fit the context of his time. In other words, this book examines the
context in which the young learner, Jean, developed into the famous
scholar: “Piaget” (cf. Vidal, 1994).
4. Hobbs, S. & Burman, J. T. (2009). Is the 'cognitive revolution' a myth?. [Invited debate based on a blog posting at Advances in the History of Psychology.] The Psychologist, 22(9), 812-814.
There is a distinguished and eminently worthy tradition in the history of psychology of correcting falsehoods, exaggerations, and myths. Indeed, in my own area, one of the most important examples of this ‘debunking’ rebuts the 10 errors most commonly found in readings of Jean Piaget’s theory of developmental stages (Lourenço & Machado, 1996). But in making claims of ‘correction’ it is one thing to point to a mistranslation or a neglected text. It is quite another to argue the inexistence of a complex social movement.
3. Burman, J. T. (2009). Convergent
plurality or basic incommensurability? (Toward the formalizing
of Goertzen’s solution to the ‘crisis’ in psychology).
History and Philosophy of Psychology Bulletin, 20(1), 23-28.
2. Burman, J. T. (2007). Piaget
no ‘remedy’ for Kuhn, but the two should be read together:
Comment on Tsou’s ‘Piaget vs. Kuhn on Scientific Progress’.
Theory & Psychology, 17(5), 721-732. doi:10.1177/0959354307079306
Goertzen’s summaries of the literature on the
“crisis of fragmentation” in Psychology have the potential
to turn a century-long debate into a genuine puzzle for scientific
However, even his most recent discussions have failed to provide any
concrete tools to enable this. Instead, he offers a metaphor –
“concinnity” (which he borrows from Giorgi but never adequately
defines) – and celebrates liberal values as a way to finally
resolve the problem. This is unconvincing; more rhetoric. But at
least he points
the way. And if it’s a way worth following, the discussion will
need to be formalized. This process is begun here: first by defining
the fundamental barrier (incommensurability), then by unpacking the
metaphor (harmony as plurality), and finally by connecting the rhetoric
to some models that could be used to produce testable hypotheses. [Get
the PDF here.]
In arguing that the philosophical works of Jean Piaget
could be used as a 'remedy' for the flaws in those of Thomas Kuhn, Tsou
overlooked some crucial aspects of the problem: the early history between
them, the biological foundation supporting Piaget's method, and a preexisting
suggestion regarding the intended future extension of his work. There
was also no mention of the existence of a 'lost' manuscript by Kuhn,
which supposedly presents the mature articulation of his theory. This
comment therefore proposes some 'friendly amendments' to Tsou's exposition,
with a view to helping achieve his synthetic vision once the 'lost'
work has finally been published. Yet the basic message, in anticipation
of this future endeavor, is also exceedingly simple: the implicit direction
of Piaget's (and Kuhn's) epistemological constructivism can be characterized
as evolutionary-developmental 'progress from,' rather than vitalist-teleological
1. Burman, J. T. (2006). [Review
of the book Consciousness & Emotion, vol. 1: Agency, conscious
choice, and selective perception.] Journal of Consciousness Studies,
In developmental biology, it has long been clear that
phenotype is underdetermined by genotype. To address the gap, famed
geneticist Conrad Waddington (1905–1975) proposed that an ‘epigenetic
landscape’ mediates the influences of genes on growth (Waddington,
1957). Although the idea was slow to catch on, his proposal is now
accepted, with pride of place in the emerging evolutionary subfield
known colloquially as ‘evo-devo.’ Yet equivalent notions
have been slower to emerge in psychology. A new concept (enactivism),
and the book series in which it has found a home (Consciousness
and Emotion), should help to change this. [Get
the PDF here.]
* * *
Published translations (not including quotations included in research articles)
1. Ducret, J.-J. & Schachner, W. (2011, June). Jean Piaget Foundation
for research in psychology and epistemology: Newsletter #5 (J. T. Burman,
Trans.). Geneva, Switzerland: Fondation
Jean Piaget. (Original work published May 2011.)
The Jean Piaget Foundation launched its website in
April 2007: www.fondationjeanpiaget.ch.
Our primary purpose in creating it was to facilitate the dissemination
of Piaget’s work, since many of his writings on psychology and genetic
epistemology had become difficult to find. Now, after four years,
it’s clear that we have achieved our goal. [Get
the PDF here.]
* * *
News, Interviews, and Media Coverage
Society for the History of Psychology News. (2013, February). History of Psychology, 16(1), p. 92.
Jeremy Burman’s recent article, The misunderstanding
of memes: Biography of an unscientific
object, 1976–1999, was the most frequently
downloaded article of 2012 in Perspectives on
Science, published by MIT Press, with over
3,200 unique views.
Mentorships for life. (2013, January). gradPSYCH, 11(1), 26.
Developing relationships as an undergraduate can help lay the groundwork for graduate school and set you up for future success.... Specifically, early mentoring led to more satisfied grad students who made more presentations and faster progress. "When you develop these connections as an undergraduate, you'll already have a community that's excited to greet you when you show up at the graduate level," says York University psychology grad student Jeremy Trevelyan Burman.
Anne Anastasi Graduate Student Research Awards. (2012, October). The General Psychologist.
Finalist: Jeremy Trevelyan Burman, MA.... A total of 40 completed nominations were received by the deadline of Feb. 15, 2012. Each was independently reviewed by a national panel of 19 judges—all fellows of the Society or APA, and representing diverse specialties. The final ratings reflected the extraordinary quality of the nominees, with a mean rating of 7.3 on a 0-10 scale, and 7 nominees at 9.0 or above.
Society for the History of Psychology News. (2012, August). History of Psychology, 15(3), p. 289.
SHP Student Affiliate, Jeremy Burman,
a senior doctoral student in York
University’s history and theory of psychology
graduate program, won the
President’s University Wide Teaching
Award, and will have his name engraved
on a plaque to be displayed in Vari Hall.
Jeremy, along with fellow SHP Student
Affiliate, Ben Zabinski, also received
a certificate of teaching excellence from
the Council of Canadian Departments of
Four to receive teaching awards at Convocation. (2012, June 6). Y-File. Toronto: York University.
“Teaching excellence is the foundation of York’s reputation as a top Canadian university,” said York President & Vice-Chancellor Mamdouh Shoukri. “This year’s four recipients are outstanding individuals who are to be commended for their commitment and dedication to students.”
Green, C. D. (Producer) & Bazar, J. (Director). (2012, September). Asylums
and the history of madness in the 19th century. History
of Psychology Laboratory (Hoopla!) podcast. Toronto: York University. Available through iTunes.
The pilot episode builds on Jennifer Bazar's years of research on 19th century asylums. It features interviews with Andrew Scull, David Wright,
Gerald Grob, and Elizabeth Lunbeck. Discussants are Christopher Green,
Jennifer Bazar, Jacy Young, and Jeremy Burman.
Electronic Resources Advisory Committee. (2011, March). PsycINFO
News, 30(1), 7-10.
The PsycINFO Electronic Resources Advisory Committee is an advisory
subcommittee of the Publications and Communications Board. Its mission
is to guide us in activities related to the development and dissemination
of communications products in electronic form. The committee proposes
policies, engages in long-term planning, and proposes research and
development projects for consideration by the Publications and Communications
the History of Psychology (SHP) at APA. (2010, May). History
of Psychology, 13(2), 213.
A workshop on teaching, doing, writing, and publishing
the history of psychology organized by Jeremy Burman and Kelli Vaughn-Blount
features presentations by Wade Pickren, Alexandra Rutherford, Barney
Beins, Gary van den Bos, and David Baker.
DeAngelis, T. (2010, January). Moving
up, the smart way. GradPsych, 8(1), 20-23.
Getting into the right program can set you on the right
career path for life, say those who've done it. After following a circuitous
path from bachelor's to master's at two institutions and checking out
a few different program areas, Burman is now happily ensconced at a
York University psychology doctoral program, where he is using historical
texts to inform psychological research. "There are so many different
programs, so many professors, so many different areas of research, and
so many different approaches, that if you don't feel like you're in
a place that fits, you can probably find it elsewhere," he says.
"You want to be in a program where you stay up late and forget
to go to sleep because you're so excited about what you're doing."
Chu, S. (2001, March 8). Peer-to-Peer gets down to business:
High-tech companies reap revenue from P2P technology by helping customers
share computer resources across networks. Globe & Mail, p. T3.
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May 14, 2013