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Today, we conceive of psychology or of its numerous branches as being one of a series of highly professional fields, boasting relatively advanced methodologies, techniques, vocabularies, and procedures. Some branches are highly experimental, others base themselves on advanced statistical procedures, but all branches including the clinical have devoted much attention to the development of explicit methodological models, and to the creation of specialized techniques, whether those techniques are of therapy, research, or reporting.
In addition, though psychology is a relatively young field, dating perhaps from the work of Descartes, it is a field that contains many schools, divisions, and subdivisions. Each major school within psychology has subdivided and resubdivided again and again, and each major school bases its subdivision on the development of specialized concepts, techniques, vocabularies and parentage, as well as on loyalty structures. As a result, it would be difficult to describe the logics of psychologies without exploring a vast and perhaps uncounted range of continuous variegations in psychological approaches.2,18 Because of the development of so many subspecializations in psychology, it is difficult for us to conceive of psychology or psychologies as having generalized logics or attitudes of their own apart from or underlying each of the specialized professional and technological apparatuses.
In this paper, we will attempt to discuss what we regard to be the major underlying logics of major schools of psychology, recognizing full well that each particular school will qualify and differentiate