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PS 404 History & Systems of Psychology
Cowley, Brian J.


Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

Course

PS 404 History & Systems of Psychology

Semester

FA 2010 HO

Faculty

Cowley, Brian J.

Title

Professor and Chair of the Psychology and Sociology Department

Degrees/Certificates

B.S. - Psychology - Utah State University
M.S. - Behavior Analysis and Therapy - Southern Illinois University at Carbondale
Ph.D. - Developmental and Child Psychology - University of Kansas

Office Location

Mabee 225B - Parkville Campus

Office Hours

T & R 9:00-10:00 AM & 11:30 AM-12:30  PM

Daytime Phone

816-584-6501

Other Phone

None

E-Mail

brian.cowley@park.edu

None

None

Semester Dates

August 16, 2010 to December 10, 2010

Class Days

--T-R--

Class Time

1:00 - 2:15 PM

Prerequisites

PS101

Credit Hours

3


Textbook:
Directed Readings as found in e-companion

Textbooks can be purchased through the MBS bookstore

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


Course Description:
PS404 History and System of Psychology: Study of history of the philosophical and scientific bases of the evolution of modern psychology and a critical examination of the systems of structuralism, functionalism, behaviorism, Gestalt psychology, psycho-analytic, humanistic, and existential theories.3:0:3. Prerequisites: PS 101, and junior or senior standing or permission of the instructor.

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

  1. Identify and explain the history of the philosophical and scientific bases of the evolution of modern psychology.
  2. Apply analytical and critical thinking as well as and ethics and values to the systems of structuralism, functionalism, behaviorism, Gestalt psychology, psychoanalytic, humanistic, and existential theories.
  3. Apply the literacies of analytical and critical thinking, scientific inquiry, and ethics and values to issues of mutliculturalism and diversity to the study of history and systems of psychology in order to prepare students for lifelong learning and serving a global community.


Core Assessment:

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 Rubric

Class Assessment:
 

  • Bi-Weekly Quiz.  There will be bi-weekly quizzes administered in class. Each quiz will be made up of essay questions about the bi-weekly reading assignments. Each quiz will be worth up to 20 points.
  • Final. A Comprehensive Final will be administered covering the readings from the entire semester. The questions will be made up of essay questions. The final will be worth up to 200 points.
  • Bi-Weekly Modern Media and Historical Ideas Discussion. Each student will be assigned to a group. Each group will identify a popular media report made within the last 3 months of any kind that relates to the main points found in the assigned readings. No group can use another group’s media report. As soon as a group has identified their media report, they will enter the title and location in the discussion thread titled “Modern Media and Historical Ideas Article Designation” so that no other group will use it while the first group is writing their analysis. Each group will be assigned a discussion thread   for use in writing their report. Each student will be graded on their participation in their group discussion thread for each written report. The group report will provide the content of the media report and where it is located, discuss how it relates to main points of the assigned readings, and identify any relationship between the media report and the main points of the assigned readings. This report will be posted in the discussion thread (Modern Media and Historical Ideas Article Designation) where the title and location was posted. The assigned readings will be those that have been covered since the last bi-weekly modern media and historical ideas discussion presentation. Each group will summarize their findings to the class on the assigned day.

Requirements                                                               

Points Possible

Summarize Media Report

5

Provide Media Report Location

5

Identify Any Relationships Between the Media Report and the Main Points found in the Assigned Chapter

5

Classroom Presentation

10

Frequency of Responses in the Group Discussion Thread – 10 response = 10 points, 9 responses = 9 points, etc.

10

Quality of Responses in the Group Discussion Thread by Each Student (must show critical thinking)

10

Total

45

  • Bi-Weekly Modern Psychology and Historical Ideas Discussion. Each student will be assigned to a group. Each group will identify a research report made within the last year of any kind that relates to the main points found in the assigned readings. No group can use another’s research report. As soon as the group has identified their research report they will enter the title and location in the discussion thread entitled as “Modern Psychology and Historical Ideas Article Designation” so that no other group will use it while the group is writing their analysis. Each group will be assigned a discussion thread   for use in writing their report. Each student will be graded on their participation in their group discussion thread for each written report. Each group will write a report that summarizes the content of the research report and where it is located, discuss how it relates to main points of the assigned readings, and identify any relationships between the research report and the main points of the assigned chapters. This report will be posted in the same discussion thread where the research report title and location were posted (Modern Psychology and Historical Ideas Article Designation). The modern psychology and historical ideas assignment covers the assigned chapters since the last presentation. Each student will summarize their findings to the class on the assigned day.

Requirements                                                               

Points Possible

Summarize Research Report

5

Provide Research Report Location

5

Identify Relationships Between the Research Report and the Main Points found in the Assigned Chapter

5

Classroom Presentation

10

Frequency of Responses in the Group Discussion Thread – 10 response = 10 points, 9 responses = 9 points, etc.

10

Quality of Responses in the Group Discussion Thread by Each Student (must show critical thinking)

10

Total

45

  • Resume. Each student will create a professional one-page resume for a prominent dead psychologist. Each student will select the most important accomplishments of a prominent figure in the development of psychology. No student can us another’s dead psychologist. A discussion thread will be set up in week 2 and week 8. In week 2 discussion each student will indicate which dead psychologist they will be writing a resume about. There will be no duplications. The week 8 discussion thread will be where each student will post their resume. Each student will reply to another’s resume and discuss how their dead psychologist compares to another student’s dead psychologist. Each student will be expected to come up with information that is not found in each resume. This resume will be worth up to 100 points.

Requirements

Points Possible

Week 2 Entry

25

Week 8 Posting

50

Student Reply

25

Total

100

  • Research Paper (Core Assessment). Each student will select the theoretical idea that has been introduced in the history of psychology and discuss how this idea has evolved through history and is applied today in two different cultural settings and compare these applications. The student will then critically analyze what the future trends are for the theoretical idea. This paper will need to be written in APA style and will need at least 14 references from professional journals and established books. Other references can be obtained from the internet or other means. This paper will be worth up to 300 points.

Requirements

Points Possible

Introduce and Define the Theoretical Idea

50

Historical Analysis of Theoretical Idea

50

Identification of Application in Two Cultural Settings

50

Comparison of Applications in both Cultural Settings

50

Analysis of Future Trends for Theoretical Idea

50

APA Style

25

14 References From Professional Journals and Established Books

25

Total

300

 

  • Classroom Participation. This course is going to be taught in the spirit of a graduate seminar. Each student will be expected to have read and analyzed the readings for that day. Each student will be expected to offer their observations of the reading to the rest of the class. At the beginning of each classroom period, each student will be given a 3 x 5 card with their name on it. When the student offers an observation from the days readings that have not been offered by another student, the instructor will collect their card. At the end of class, the instructor will collect the rest of the cards. Those who have cards taken during class will get 5 points. Those who are not in class or turn their cards in at the end of class will get 0 points.

Grading:
 

Assignment

Points

Percentage

Grade

Weekly Quizzes

160 Points

90-100%

A

Modern Media and Historical Ideas

315 Points

80-89%

B

Modern Psychology and Historical Ideas

315 Points

70-79%

C

Research Paper (Core Assessment)

300 Points

60-69%

D

Resume

100 Points

0-59%

F

Final

200 Points

Classroom Participation

140 Points

Total

1530 Points

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:
 

  • Attend class and be prompt. Roll will be checked during each class period. It is your responsibility to make up anything missed in class and that your scheduled assignments are submitted on time.
  • Be prepared for class. This means that you have read the assigned readings and are prepared to discuss them. This course will consist of class discussion, small group discussion, service learning, lecture, and outside of class experiences. You are expected to take part in the discussions and group work. Also, assigned readings will not always be reviewed in class, but examinations will be from both assigned readings and class discussions.
  • Computers make writing and revising much easier and more productive. Students must recognize though that technology can also cause problems. Printers run out of ink and hard drives crash. Students must be responsible for planning ahead and meeting deadlines in spite of technology. Be sure to save copies of your work to a CD, a hard drive, or flash drive and print out paper copies for backup purposes.
  • The student is expected to have a copy of all written assignments on computer disk, flash drive, or in a hard copy form. You will also be expected to retain all graded and returned assignments and examinations.

Course Topic/Dates/Assignments:
 

Week

Topic

Reading Assignment

Assignments

Unit 1

8-16-10

Through

8-29-10

Week 1:

Greek Philosophers

Thales, Anaximander, Heraclitus, Parmenides, Pythagoras, Empedocles, Anaxagoras, Democritus

Quiz 1, Modern Media and Historical Ideas, Modern Psychology and Historical Ideas, Classroom Participation

Week 2:

Greek Philosophers

Alcmaeon, Hippocrates, Protagoras, Gorgias, Xenophanes, Socrates

Unit 2

8-30-10

Through

9-12-10

Labor Day (9-6-10)

Week 3:

Greek Philosophers

Plato

Quiz 2, Modern Media and Historical Ideas, Modern Psychology and Historical Ideas, Resume, Classroom Participation

Week 4:

Greek Philosophers

Aristotle

Unit 3

9-13-10

Through

9-26-10

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

Week 6:

Searching for the Good Life

Avicenna, Averroës, St. Anselm, Peter Lombard, Peter Abelard, St. Albertus Magnus, St. Thomas Aquinas, William of Occam

Unit 4

9-27-10

Through

10-10-10

Week 7:

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

10-11-10

Through

10-17-10

Fall Break

Fall Break

Unit 5

10-18-10

Through

10-31-10

Week 9:

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

Week 10:

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

Unit 6

11-1-10

Through

11-14-10

Veteran’s Day (11-11-10)

Week 11:

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

Week 12:

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

Unit 7

Weeks 13 & 14

11-15-10

Through

11-28-09

Thanksgiving (November 25-26, 2010)

Week 13:

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

Week 14:

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

Unit 8

11-29-10

Through

12-5-10

Week 15:

Cognitive Psychology and Contemporary

Noam Chomsky, Steven Pinker, David Rumelhart, James McClelland, George Miller, Allen Newell, and directed readings

Quiz 8, Modern, Classroom Participation

Final

December 7, 2010 – 1:00-3:00 PM

December 7, 2010 – 1:00-3:00 PM

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 92
I 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 92-93
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.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

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 .



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Analysis & Evaluation                                                                                                                                                                                                                                      
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Differences and similarities between 3 or more schools or systems of psychology were outlined in comparison to the literature.  Paper contains 15 or more references from the literature.  The references were consistent with the topic being examined in the research paper. Differences and similarities between 2 schools or systems of psychology were outlined in comparison to the literature.
Paper contains 14 references from the literature.  The references were consistent with the topic being examined in the research paper.
 
Only 0-1 school or system of psychology was outlined in comparison to the literature.
Paper contains 13 or less references from the literature.
 
 
Application                                                                                                                                                                                                                                                
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The student identified how 3 or more schools and systems of psychology influenced contemporary psychology and the application of the arguable claim.  The student addressed how ethics and values developed and how cultures impacted each school or system of psychology.

 
The student identified how 2 schools and systems of psychology influenced contemporary psychology and the application of the arguable claim.  The student addressed how ethics and values developed and how cultures impacted each school or system of psychology.

The student identified how 2 schools and systems of psychology influenced contemporary psychology and the application of the arguable claim.  The student addressed how ethics and values developed and how cultures impacted each school or system of psychology.

 
The student identified how 0-1 schools and systems of psychology influenced contemporary psychology and the application of the arguable claim.  The student addressed how ethics and values developed and how cultures impacted each school or system of psychology.  
Whole Artifact                                                                                                                                                                                                                                             
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
1-2 APA errors.  The research paper meets expectations while including a student developed graphic or table.

 
3-5 APA errors.  The research paper will also include the following:
• Focus (arguable claim, original idea, & clear controlling idea)
• Development (full discussion, smooth style, & personal experiences)
• Organization (smooth transitions, clear paragraphing, & logical sequence of topics)
• Mechanics (proper grammar, punctuation, and spelling)

 
6 or more APA errors.  

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Last Updated:8/14/2010 7:00:26 PM