Tom Coster – Psychology

Tag: neuroscience

  • How do we teach Psychology conceptually?

    Here’s a question that’s been bouncing around: ‘What do we mean when we say psychology is conceptual?’

    It sounds like academic jargon, I know. But stick with me, because this idea gets right to the heart of what makes psychology such a fascinating and essentially human field.

    What ‘conceptual’ means

    When we say psychology is conceptual, we’re pointing to something fundamental: the things psychologists study aren’t sitting out there in nature waiting to be discovered, like gold deposits or new species of beetle.

    Think about it. ‘Memory’, ‘aggression’, ‘intelligence’, ‘attachment’, ‘depression’… these are all human-created concepts. We invented them. We drew the boundaries. We decided what counts as ‘aggression’ versus ‘assertiveness’, where ‘normal anxiety’ ends and ‘anxiety disorder’ begins, and what behaviors signal ‘secure attachment’.

    These aren’t discoveries of pre-existing, naturally occuring things. They’re useful ways we’ve carved up the messy, continuous reality of human behavior.

    Concepts change with time and culture

    Here’s where it gets interesting. If psychological concepts were natural features, fixed features of reality, they’d be universal and unchanging. And of course, they’re not.

    The concept of ADHD didn’t exist 100 years ago. ‘Hysteria’ was once a major diagnostic category; now it’s vanished from our textbooks. Different cultures conceptualize mental states in different ways. Some languages don’t even have a word that maps onto our concept of ‘depression’.

    Our psychological concepts are also theory-laden. When we talk about ‘working memory’, we’re not just describing something neutral, we’re buying into a particular model of how cognition works. When Freudians spoke of ‘ego defence mechanisms’, they were smuggling in a whole theoretical framework.

    So what’s the alternative?

    If psychology is conceptual, what would it look like if it weren’t?

    The alternative would be studying human behavior and experience as purely physical or biological phenomena. We’d focus only on directly measurable, observer-independent entities: neurons firing, neurotransmitter concentrations, brain structures, hormone levels, reaction times, genetic markers…

    This would be neuroscience or physiology: concrete, physical, and measurable.

    The problem is…

    The problem is that most of what makes us human: love, identity, grief, creativity, the search for meaning…, these can’t be fully captured by purely physical descriptions.

    You could give me a complete neural map of everything happening in someone’s brain during grief. Every synapse, every chemical cascade, every pattern of activation. And yet that description wouldn’t capture what grief is as a human experience. It wouldn’t tell you what it means to lose someone you love.

    Living in the tension

    This is why psychology occupies such uncomfortable territory. It sits between the natural sciences, which study observer-independent physical phenomena, and the human sciences, which study meaning-laden, conceptual phenomena.

    Psychology is both at once. It studies real biological processes and culturally-situated concepts. It measures objective behaviors and interprets subjective meanings. It discovers and constructs.

    This creates unique methodological and philosophical challenges. But it’s also what makes psychology  interesting. We’re not just measuring things; we’re constantly negotiating what those things even are.

    And that’s not a weakness. It’s the nature of studying something as complex, dynamic, and meaning-soaked as human experience.

    What do you think? Does recognizing psychology as conceptual make it less scientific or does it make it more honest about what science of the human mind can actually be?

  • IBDP Psychology: Lesson One

    IBDP Psychology: Lesson One

    I’ve been thinking about my first few lessons for next year’s new IBDP Psychology course. I want to make it immediately relevant and meaningful to the students. What better way to do that than by using psychology itself to explain how they will learn best?

    Neuroplasticity: Why simple repetition works.

    A robust psychology theory is neuroplasticity, the brain’s ability to change and adapt based on experience. This is one of the topics in the biological approach and it ties directly into how students develop their skills and retain knowledge in all of their IBDP classes. Through repetition and rehearsal, neural pathways are strengthened—a process known as myelination. When students rewrite notes, engage in retrieval practice, or explain concepts to others, they are literally strengthening the neural networks to retain information.

    In my first lesson, I’ll show students how scientifically-backed learning strategies—like spaced repetition, active recall, and scaffolding—aren’t just things we suggest as teachers, but are grounded in psychological research. If they understand why these strategies work, they’ll be more likely to use them.

    Causality – the cause of learning

    This elegantly connects to one of psychology’s core concepts: Causality. There is a clear cause-and-effect process at play. If students consistently engage in structured note-taking and revision (cause), they strengthen their neural pathways (effect), leading to improved retention and recall. This lesson will help students recognize that their academic success isn’t just about talent or intelligence—it’s about how they use their brains effectively.

    Starting the course this way accomplishes two things:

    1. It immediately makes the course feel relevant because the students will see that psychology isn’t just about research studies but about their own experiences, habits, and learning processes.
    2. It gives them a toolkit for success. If they embrace evidence-based study strategies from day one, they’re more likely to perform well not just in psychology, but in all their IBDP subjects.

    I want my students to leave their first Psychology lesson not just excited about Psychology, but empowered by it.