Bridging scientifi c universality and cultural specifi city in PET: an African voice
This chapter advocates for a psychology education and training that is more comprehensive and inclusive than its current Westernized status, but that is in tandem aptly differentiated to serve human diversity in the huge variety of cultures and ecologies of human life across the globe. A noteworthy point often not invoked but that is perhaps the kernel of universalism versus localism thinking is the differing history and experience with scientifi c psychology as an export community (Danziger, 2006) from the minority to the majority world (Kağitçibaşi, 1996). Psychology education and training (PET) in all cultures and contexts should strive to ensure the discipline’s status and credibility as a science and profession. In fact, fi rst and foremost psychology should be about rigorous science to understand all cultural specifi cities, and as far as possible, develop scientifi c universals from such specifi cities. As such, PET should entail the acquisition of knowledge and skills that enable all aspects of science generation, science dissemination and scientifi cally based or inspired social policies.