There are multiple existing theories and approaches within psychology. Throughout history, different ways of seeing and studying the human mind have been born and disappeared. Initially, the concern of psyche scholars was to study what the mind is and how it is configured, searching for its nuclear elements and basic structure.
However, apart from this approach called structuralism, another appeared in which the main concern was to investigate not so much what or how it was, but what it is for and what functions it has. We are talking about John Dewey’s functionalist theory.
In the field of psychology, functionalism is a current of thought or approach that proposes the need to study psychic phenomena based on the functions they perform, and not on their structure. Instead of how, it focuses on why different psychic functions exist. This movement has as its main object of study consciousness as an act, and asks what we do and why.
It is considered that the main purpose of the mind is to adapt the internal structure to the environment. At this point we can observe a strong influence of evolutionary theories, which together with the pragmatism of the time would end up shaping this current of thought. This comes hand in hand with a great interest in the effects of the environment on the psyche and the evolution of man. It is based on the idea that behavior cannot be explained as an automatic response to a stimulus, the mind being a complex system in which different processes and interrelated states occur.
One of its main characteristics is the use of non-introspective methodology to objectively study consciousness and the rest of psychic phenomena, accepting any methodology as long as it has useful results. But nevertheless, the experimental introspection that was usually used from the structuralist perspective would be rejected, considering it invalid and natural (although William James will defend the use of introspection without training).
This approach to the study of the psyche would end up using association as the main way to explain complex behavior. This makes one think of later schools of thought such as behaviorism, of which in fact functionalism is partly a precursor. And functionalism would end up being integrated into different schools and serving as a precursor to the development of different theoretical models, such as the aforementioned behaviorism or Gestalt psychology.
The functionalists would be pioneers in the study of learning, and it would be from them that the first mental tests would begin to appear (appearing with Cattell). Individual differences and the study of psychopathology would also be promoted by this current of thought.
The origin of functionalism: William James
William James is considered the founding father of functionalism, although he never considered himself as such and rejected the separation of psychology into schools of thought. This author considers that conscience’s main objective or function is to choose behavior in a way that allows us survival and the best possible adaptation.
Consciousness is a phenomenon that emerges from action: We are continually making associations, changing focus of attention and performing different mental operations in a flow that cannot be stopped.
William James’s main focus of interest was the modulation of this in an adaptive way in different contexts, being interested in and investigating aspects such as the formation of habits profusely. He believed that psychology should focus on day-to-day experiences instead of focusing on abstract phenomena and constructs (which are still products of the mind).
Furthermore, this researcher considered it difficult to observe psychic alterations that were not directly observable through behavior or physiological change, and that the psyche and the processes we carry out have an evolutionary meaning that allows survival or else they would have disappeared.
I would also observe and take into account emotions within mental processes, as well as the existence of reflex arcs when faced with emotional stimuli. He conceived emotion as a consequence of an automatic reaction with the physical reaction appearing first and then the emotional reaction.
John Dewey and his functionalist theory
John Dewey is another of the great founding fathers of psychological functionalism. This important psychologist would coincide and begin to work together with one of William James’s disciples, James Angell (who greatly expanded functionalism in different areas), and would be one of the main promoters of the use of pragmatism and the functionalist approach in the educational field. In fact, together they would make the University of Chicago the center of the functionalist school.
This author considered education and learning as key elements for human beings and their development, being very involved in achieving social changes.
Dewey worked and analyzed aspects such as the reflex arc in some of his most important works, reaching the conclusion that the traditional structuralist vision that is based on dividing it into independent fragments such as sensation, idea and action was not capable of explaining the phenomenon, being useful only as a mere description. From a pragmatic and functional point of view, John Dewey considered the need to understand this arc as a whole, rather than the simple sum of the parts.
He advocated a molar and dynamic approach, in which behavior should be taken into account as it worked instead of establishing random divisions and the fact that it evolves and varies over time. And if observed as a whole, the biological and adaptive role of the physical reaction can be observed. He also considers, like James in his view of the functioning of emotional reactions, that Behavior is what allows us to give meaning to sensations.
Taken to the world of education, proposes that this type of separation into differentiated parts is what generates school failure, by not allowing the representation of a whole that integrates all the information. Simple memorization is neither functional nor useful, since it has no meaning that allows survival. He advocated a change in education that would stimulate thought and exploration, versatility and activity. He also advocated for inclusion.
For much of his career had an influential role in educational psychology and psychopedagogy. In fact, he would go on to advise the governments of countries like China and Russia.
The contrast with structuralism
The main ideas of functionalism emerged at a time when the predominant position was mainly structuralist, emerging as a reaction to this. Functionalism proposed that instead of analyzing what and how the psyche is, the function or meaning of the psyche and mental processes should be studied.
Titchener, main founder of the structuralist school, aimed to study the human mind from the basic elements or “atoms” that make it up. However, functionalism considered that such elements do not exist, the psyche being something fluid and dynamic that cannot be divided or stopped.
Furthermore, from structuralism consciousness would be understood as made up of different types of phenomena: sensations, affects and ideas. Functionalism considers that this division does not allow taking into account the totality of consciousness as it is and therefore does not allow a valid explanation of the phenomenon, as occurred in the case of the reflex arc with Dewey.
Likewise, while structuralism had an essentially theoretically focused approach, the functionalist theory of John Dewey and other researchers close to his perspective was more focused on analyzing and providing a practical response to the events that occur on a daily basis.
