PS 404 History & Systems of Psychology
FA 2010 HO
Cowley, Brian J.
Professor and Chair of the Psychology and Sociology Department
B.S. - Psychology - Utah State UniversityM.S. - Behavior Analysis and Therapy - Southern Illinois University at CarbondalePh.D. - Developmental and Child Psychology - University of Kansas
Mabee 225B - Parkville Campus
T & R 9:00-10:00 AM & 11:30 AM-12:30 PM
August 16, 2010 to December 10, 2010
1:00 - 2:15 PM
Textbook: Directed Readings as found in e-companion
Textbooks can be purchased through the MBS 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
Frequency of Responses in the Group Discussion Thread – 10 response = 10 points, 9 responses = 9 points, etc.
Quality of Responses in the Group Discussion Thread by Each Student (must show critical thinking)
Summarize Research Report
Provide Research Report Location
Identify Relationships Between the Research Report and the Main Points found in the Assigned Chapter
Week 2 Entry
Week 8 Posting
Introduce and Define the Theoretical Idea
Historical Analysis of Theoretical Idea
Identification of Application in Two Cultural Settings
Comparison of Applications in both Cultural Settings
Analysis of Future Trends for Theoretical Idea
14 References From Professional Journals and Established Books
Modern Media and Historical Ideas
Modern Psychology and Historical Ideas
Research Paper (Core Assessment)
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:
Thales, Anaximander, Heraclitus, Parmenides, Pythagoras, Empedocles, Anaxagoras, Democritus
Quiz 1, Modern Media and Historical Ideas, Modern Psychology and Historical Ideas, Classroom Participation
Alcmaeon, Hippocrates, Protagoras, Gorgias, Xenophanes, Socrates
Labor Day (9-6-10)
Quiz 2, Modern Media and Historical Ideas, Modern Psychology and Historical Ideas, Resume, Classroom Participation
Week 5: Searching for the Good Life
Skepticism, Cynicism, Epicureanism, Stoicism, Philo, Plotinus, St. Augustine
Quiz 3, Modern Media and Historical Ideas, Modern Psychology and Historical Ideas, Classroom Participation
Searching for the Good Life
Avicenna, Averroës, St. Anselm, Peter Lombard, Peter Abelard, St. Albertus Magnus, St. Thomas Aquinas, William of Occam
Beginning of Modern Science
Francesco Petrarch, Giovanni Pico, Desiderius Erasmus, Martin Luther, Michel Montaigne, Ptolemy, Nicolaus Copernicus, Johannes Kepler, Galileo, Issac Newton, Francis Bacon, Renee Descartes
Quiz 4, Modern Media and Historical Ideas, Modern Psychology and Historical Ideas, Classroom Participation
Week 8: Empiricism, Sensationalism, Positivism, and Rationalism
Thomas Hobbes, John Locke, George Berkley, David Hume, David Hartley, James Mill, John Stuart Mill, Alexander Bain, Pierre Gassendi, Julien de La Mettrie, Ètienne Bonnot de Condillac, Claude-Adrien Helvétius, Aguste Comte, Baruch Spinoza, Nicolas de Malebranche, Gottfried Wilhelm von Liebniz, Thomas Reid, Immanual Kant, Johann Friedrich Herbart, George Wilhelm Friedrich Hegel
Romanticism, Existentialism, Physiology, and Experimental Psychology
Jean-Jacques Rousseau, Johann Wolfgang von Goethe, Arthur Schopenhauer, Søren Kierkegaard, Friedrich Wilhelm Nietzsche, Johannes Müller, Hermann von Helmholtz, Ewald Hering, Christine Ladd-Franklin, Pierre Flourens, Paul Broca, Gustav Fritsch, Eduard Hitzig, David Ferrier, Ernst Heinrich Weber, Gustav Theodor Fechner
Quiz 5, Modern Media and Historical Ideas, Modern Psychology and Historical Ideas, Classroom Participation
Voluntarism, Structuralism, Evolution, and Eugenics
Wilhelm Maximilian Wundt, Edward Bradford Tichener, Franz Clemens Brentano, Carl Stumpf, Edmund Husserl, Oswald Külpe, Hans Vaihinger, Hermann Ebbinghaus, Jean Lamarck, Herbert Spencer, Charles Darwin, Sir Francis Galton, James McKeen Cattell, Alfred Binet, Charles Spearman, Cyril Burt, Henry Herbert Goddard, Lewis Madison Terman, Leta Stetter Hollingworth, Robert m. Yerkes
Veteran’s Day (11-11-10)
Functionalism and Behaviorism
William James, Hugo Münsterberg, Granville Stanley Hall, John Dewey, James Rowland Angell, Harvey Carr, James McKeen Cattell, Robert Sessions Woodworth, Edward Lee Thorndike, Ivan M. Sechenov, Ivan Petrovich Pavolv, Vladmimir M. Bechterev, John B. Watson, William McDougall
Quiz 6, Modern Media and Historical Ideas, Modern Psychology and Historical Ideas, Classroom Participation
Neobehaviorism and Gestalt Psychology
Edward Chace Tolman, Clark Leonard Hull, Edwin Ray Guthrie, B. F. Skinner, Immanual Kant, Ernst Mach, Christian von Ehrenfels, William James, Mas Wertheimer, Kurt Koffka, Wolfgang Köhler, Kurt Lewin
Weeks 13 & 14
Thanksgiving (November 25-26, 2010)
Psychoanalysis and Alternatives and Humanistic Psychology
Sigmund Frued, Anna Freud, Carl Jung, Alfred Adler, Karen Horney, Martin Heidegger, Ludwig Binswanger, Rollo May, George Kelley Abraham Maslow, Carl Rogers
Quiz 7, Modern Media and Historical Ideas, Modern Psychology and Historical Ideas, Research Paper (Core Assessment), Classroom Participation
Psychobiology and Developmental Psychology
Karl S. Lashley, Donald O. Hebb, Roger W. Sperry, Sigmund Freud, Erik Erikson, Jean Piaget, Ivan Pavlov, John B. Watson, B. F. Skinner
Cognitive Psychology and Contemporary
Noam Chomsky, Steven Pinker, David Rumelhart, James McClelland, George Miller, Allen Newell, and directed readings
Quiz 8, Modern, Classroom Participation
December 7, 2010 – 1:00-3:00 PM
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 92-93When 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
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Last Updated:8/14/2010 7:00:26 PM