Chapter Summary<\/summary>\nThis chapter explores how psychological knowledge was shaped by the institutional and spatial contexts in which it was produced by the first generation of people who called themselves \u2018psychologists\u2019. Focusing on four key settings\u2014laboratory, clinic, factory, and school\u2014the chapter reveals how each space gave rise to distinct psychological methods, concepts, and subjects. Drawing on Donna Haraway\u2019s concept of situated knowledge, it challenges the idea that psychology discovers universal truths, showing instead how the production of knowledge is contingent on social context, institutional purpose, and power relations. In the history of psychology, the concept of situated knowledge helps us think critically about claims of universality, objectivity, and scientific neutrality. It remains vital for understanding how context shapes everything from identity to behaviour. The chapter traces the work of key figures such as W. H. R. Rivers, Hugo M\u00fcnsterberg, Lightner Witmer, Sigmund Freud, Alfred Binet, and Cyril Burt, and connects their contributions to broader epistemological and ontological shifts. Each setting, whether producing introspective data, confessional narratives, efficiency metrics, or intelligence test scores, constructed the psychological subject differently and served different \u2018clients\u2019 of knowledge. The chapter aims to inspire critical thinking about how context continues to shape what psychology conceptualises, studies, and claims to know. It reveals that psychology is a flexible, powerful, and deeply situated field of knowledge, a \u2018complex\u2019 tangled up like a cat\u2019s cradle with governance, identity, and the social order.<\/p>\n<\/details>\n<\/div>\n\n\n\n
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Chapter 7 – Quiz<\/h2>\n\n\n\n