PS 404 History & Systems of Psychology
U1T 2011 DL
Dr. Susanne Nishino
Adjunct Faculty Online
PhD Depth PsychologyMA AnthropologyBS Business Administration
24/7 Online, Normal Business Hours CST
PS 101 and permission of the instructor
Textbook: Greenwood, J. D. (2009). A conceptual history of psychology. New York: McGraw-Hill.
Textbooks can be purchased through the MBS bookstore
Textbooks can be purchased through the Parkville Bookstore
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Educational Philosophy: My educational philosophy is based on bringing the student to the table for critical thinking. A variety of teaching methods are employed according to the learning objectives and the available environmental setting. Students will be required to engage, explore, explain, elaborate, and evaluate topics about the history of psychology.
Learning Outcomes: Core Learning Outcomes
Research Paper (Core Assessment): Each student will write develop an arguable claim that pertains to the history of psychology. They will then write a research paper that focuses on their arguable claim while they discusses the development of scientific thought starting with the writings of the ancient Greek philosophers. The student will move forward while critically analyzing two of the following schools or systems of psychology: Modern Science, Empiricism, Sensationalism, Positivism, Rationalism, Romanticism, Existentialism, Physiology, Experimental Psychology, Voluntarism, Structuralism, Evolution, Functionalism, Behaviorism, Neobehaviorism, Gestalt Psychology, Psychoanalysis, & Humanism (19 categories). The student will then discuss how the traditional schools and systems of psychology that they have selected have influenced contemporary psychology and in turn influenced their arguable claim. The student also needs to address the ethics and values that have developed with the philosophical thought of human behavior. As the student tracks two schools or systems of psychology to contemporary psychology they also discuss the cultural impact that influences them. This paper will need to be written in APA style and will need at least 14 references from professional journals. Other references can be obtained from the internet or other means. This paper will be worth up to 300 points. See the Core Assessment Rubric at the end of this syllabus.
Link to Class RubricClass Assessment:
Summarize Media Report
Provide Media Report Location
Identify Any Relationships Between the Media Report and the Main Points found in the Assigned Chapter
1st Analytical Reply to a Classmate
2nd Analytical Reply to a Classmate
Summarize Research Report
Provide Research Report Location
Identify Relationships Between the Research Report and the Main Points found in the Assigned Chapter
Each group will identify a theoretical idea about human behavior from the ancients in Chapter 2 of the text, which they will adopt throughout the semester and no group can use another’s theoretical idea.
Each group will then review the assigned chapter of each week of the text, to identify evidence of the presence of their selected theoretical idea, find a similar theoretical idea, or find an opposed theoretical ideas.
Each group will discuss the similarities and differences found between the original theoretical idea and the current identified theoretical ideas.
Each group will identify which historical figures developed the theoretical idea and if there is more than one, how they differed.
This assignment is due by Thursday at midnight and each group will post their findings in two places.
They will post their findings in their own individual discussion thread. Each student will be graded for this portion of the assignment by the amount and quality of discussion in the discussion thread.
The second posting will be in the Theoretical Threads discussion thread and it will be a summary of the weeks work in the group discussion. This will also be due by Thursday at midnight. Each assigned group must choose a recorder to post its findings under Theoretical Threads.
Each individual will then reply to another group's findings in the Theoretical Threads discussion and indicate how their findings are similar or different from what they found in their own group. It is important for the student to list the strengths and weaknesses of each position.
Assigned Chapter Analysis of Theoretical Threads and Summary (Group Discussion)
Amount of Participation and Quality of Discussion (Group)
Student Reply to Another Group’s Chapter Analysis of Theoretical Threads
10 Points Available
Total = 30 Points Available
Week 2 Entry
Week 8 Posting
Modern Media and Historical Ideas
Modern Psychology and Historical Ideas
Research Paper (Core Assessment)
1400 - 1260
1259 - 1120
1119 - 980
980 - 840
840 - 0
Late Submission of Course Materials:
Any assignment turned in after the date it is due will be given up to half credit for that assignment. No course materials will be accepted after the last class meeting.
Classroom Rules of Conduct:
PROCTORED FINAL EXAM
Failure to take a final proctored exam (or submit your final project for some online graduate courses) will result in an automatic "F" grade.
ATTENDANCE POLICY: Instructors are required to keep attendance records and report absences.
Purpose of the e-mail
Week 1 – History, Science, and Psychology; Ancient Greek Science and Psychology
Week 2 – Rome and the Medieval Period; The Scientific Revolution
Week 3 – The Newtonian Psychologist; Physiology and Psychology
Week 4 – Theories of Evolution; Psychology in Germany
Week 5 – Psychology in America: The Early Years
Week 6 – Functionalism, Behaviorism, and Mental Testing; Neobehaviorism, Radical Behaviorism, and Problems of Behaviorism
Week 7 – The Cognitive Revolution; Abnormal Psychology
Week 8 – Social and Developmental Psychology; The Past and Future of Scientific Psychology
Academic Honesty:Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2010-2011 Undergraduate Catalog Page 92I take academic honesty seriously. I will actively monitor student work to assure that it is indeed the student's work. If I discover any academic dishonesty, at the very least the assignment in question will be given no credit. If it appears that the academic dishonesty in question is part of a larger pattern of dishonesty, I will pursue more severe measures that include the possibility of expulsion from class and from the university. I welcome any discussion or question about academic dishonesty.
Plagiarism:Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. from Park University 2010-2011 Undergraduate Catalog Page 92-93Plagiarism—the appropriation or imitation of the language or ideas of another person and presenting them as one's original work—sometimes occurs through carelessness or ignorance. Students who are uncertain about proper documentation of sources should consult their instructors.
When a student comes to me with questions about plagiarism before an assignment is turned in it will not be dishonest. If I discover plagiarism and then the student asks questions about it, the student will still have engaged in plagiarism which is one form of academic dishonesty. If this occurs, I will proceed as I would in any case of academic dishonesty.
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2010-2011 Undergraduate Catalog Page 95-96
Disability Guidelines:Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .
Last Updated:5/1/2011 6:55:08 AM