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The article offers a critical examination of 'borrowing' as a form of interdisciplinary engagement between psychology and history. This is where specific insights from one discipline are used (often selectively) by the other to shed light on a specific problem regarding experience, human motivation, or behaviour. Using two studies on the social psychological aspects of the Holocaust as relevant examples, the article highlights some of the epistemological and conceptual tensions implicit in thisdoi:10.1037/pac0000054 fatcat:3sdxpeej3jaddiyd3h76upyezq