Education in parapsychology pa 2014

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A short powerpoint on the state of education in the scientific study of psychic phenomena, or scientific parapsychology. Made for a video presentations for the 2014 Parapsychological Association convention.

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Education in parapsychology pa 2014

  1. 1. EDUCATION IN PARAPSYCHOLOGY: CONTEXT, PROBLEMS, NEEDS Nancy L. Zingrone, PhD The AZIRE Rhine Education Center
  2. 2. THE AVAILABILITY OF UNIVERSITY-BASED EDUCATION 1983  66 universities and colleges had at least one course, some had faculty mentors, a couple had masters and doctorates*  Examples:  University of Edinburgh  Saybrook Institute  University of California-Davis  John F. Kennedy University  University of Freiburg *ASPR (1983) Courses and Study Opportunities in Parapsychology (9th Edition). New York, NY: ASPR. 2011  43 universities and colleges, fewer single courses, more faculty mentors, more masters and doctoral possibilities*  Examples:  University of Northampton  University of Edinburgh  Saybrook University  University of Freiburg  University of São Paulo *Zingrone, N. L. (2011). Petition to submit a proposal for a Masters of Arts in parapsychology. Unpublished document. Virginia Beach, VA: Atlantic University.
  3. 3. THE GOOD NEWS & THE BAD NEWS Good News  There are more universities with concentrations of students interested in similar topics  There are more faculty mentors able to supervise a dissertation or thesis within another discipline’s department  There are more online libraries, online courses, online lectures / conference presentations available for independent study in the field Bad News  Within university-based programs there are single or a minimal sequences of courses that acquaint students with the history, literature, institutions and people in the field itself  Students are likely to graduate with a deep knowledge in the field in which their degree is taken (psychology, anthropology, sociology, etc.) and a narrow education in parapsychology  Proficiency in the field itself requires a commitment to self-education Illustration retrieved from: http://www.scotthyoung.com/blog/2010/02/24/self-education-failings/
  4. 4. WHAT DOES THIS MEAN?  The knowledge of the field itself is extremely variable among students and researchers.  Even for the students who are in a “program” the amount of education they receive in the field proper is usually limited to 1-3 courses.  There is NO standardized curriculum in the field available even to those committed to self-education  Consequences include:  Assumptions of being on the same page, when we are really not  Knowledge derived from research of earlier eras often completely lost  A continual reinvention of the wheel
  5. 5. HOW DO WE FIX THIS?  Support the adult education programs where they exist  Support institutions and their efforts to put their video/written materials online:  On individual authors’ websites  On institutional websites  On YouTube channels (where is the PA YouTube Channel?) such as Parapsychology Online, the Rhine Research Center, SSETalks etc  Support online libraries in the field like Lexscien so that journal titles can be expanded and income can help work to bring holdings up-to-date  Create an environment in which you encourage students to know the field as well as they know

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