Search

In 2020, the pandemic altered not only the way many teachers approach the classroom but also their understanding of challenges faced by students and the relevance of psychology to everyone's lives. This article serves as an STP Presidential welcome to the work and resources of the Society. I also highlight the rationale behind the 2022 STP Presidential task forces. These task forces were shaped by events of the past two years and focus on four major themes: Teaching to make a difference; ethical literacy, thinking, and reasoning; diversity, equity, and inclusion (DEI); and our interconnected world. The pandemic changed the way many of us teach and let's hope we can take what we have learned to move forward with increased resilience and improved pedagogy. [ABSTRACT FROM AUTHOR]

Reports on developments involving the Society for the Teaching of Psychology (STP). Announcement of the STP 2006 program of awards for outstanding teachers of psychology; Availability of five 1,500 dollar Instructional Resource Awards; Nominations for the position of president-elect for STP.

Examines a proposed psychosocial model to explain the characteristics of intra- and inter-religious hate and violence. Correlations with the history of aggression in the perceived threat orientation; Dynamics of the ideology of antagonism; Identification of group cultural history factors which allows for a better understanding as to why a particular religious group gravitates toward hate and violence.

Introduction: As an organization with a 75-year history of supporting the teaching of psychology, the Society for the Teaching of Psychology (STP), which also operates as Division 2 of the American Psychological Association, has a significant influence on psychology learning and teaching. Statement of the Problem: In this article, four former STP Vice Presidents for Diversity and International Relations explore STP's history through the lenses of diversity, equity/social justice, inclusion, and international relations. Literature Review: The paper explores the relevant history of STP and incorporates scholarship of teaching and learning literature through an international and social justice lens. Teaching Implications: The authors discussed ways to support BIPOC and underrepresented instructors of psychology. Conclusion: STP and teachers of psychology play a pivotal role in changing the cultural, structural, and institutional processes representing ongoing barriers to diversity, equity, and inclusion, and social justice within the organization and the teaching of psychology. Instructors of psychology are well positioned to promote systemic and structural changes and advocate for social justice for Black, Indigenous, and People of Color (BIPOC) and other underrepresented teachers of psychology. [ABSTRACT FROM AUTHOR]