This article examines the polarities that hinder dialogue among psychologists and the study of the discipline. The argument points out that the tensions are associated more strongly to the actions used to deal with the problem than to theoretical issues properly. These tensions stem from a complex relationship which cannot be reduced to their respective poles and must be examined on different levels of analysis. The argument is illustrated with the relationship individual-collectivity from organizational psychology context. The study concludes that the routing of the dilemmas and tensions in the psychological field and training requires overcoming our theoretical and methodological lockups, coping with the theoretical and methodological plurality, and pursuing a critical and constructive integration from the many perspectives that elucidate the nature and manifestation of the psychological phenomena.
Psychologist education; Curriculum; Social psychology