PS 404 History & Systems of Psychology
S1T 2012 DL
Master of Science: PschologyBachelor of Science: Human Services
12pm - 1am (EST)
Spring 1 2012
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Educational Philosophy: Philosophy” is the love of knowledge. “Education” is the process of guiding people out of ignorance into the light of understanding. “The Liberal Arts” are a set of disciplines that enable students to think critically and communicate effectively so they can understand themselves and the world around them, and how they can act for the purpose of serving a global community. Studying these arts therefore liberates, or frees students from the constraints of ignorance so they can understand and improve the world around them. To understand the Liberal Arts, one must cultivate certain literacies: analytical and critical thinking, community and civic responsibility, scientific inquiry, ethics and values, literary and artistic expression. In this course, the primary methods used to cultivate the literacies are: (1) learning by inquiry, reflection, and interaction (the Socratic Method of guided questioning in group discussions), (2) learning by experience (readings, lectures, demonstrations, videos, internet and other presentation media), and (3) learning by doing (hands-on interaction with the environment (e.g., collecting of one’s own research observations). The Socratic Method will be used in the form of “Discussions” to cultivate the development of analytic and critical thinking, community and civic responsibility, and ethics and values by guided questioning in group discussions of perennial themes and controversies (e.g., nature vs. nurture), and current events (e.g., politics, international trade agreements/disputes, inter- and intracultural conflicts such as wars, terrorism, etc.). These discussions frequently focus on issues with direct implications for community and civic responsibility. They also highlight cultural diversity issues and ethical and value judgments. Scientific Inquiry will be directly addressed through reading assignments, lectures, and hands-on assignments for learning how to collect and summarize the student’s own observations of naturally occurring human behavior. Please note: Cross-cultural Psychology is about how the culture one grows up in forges the beliefs, valeus, and belavior of individuals and groups; how people get along with or do not get along with other people. This topic is inherently controversial (e.g., politics, religion, wars). We all have very dearly held beliefs and attitudes. No one likes to consider, much less admit, that they might be wrong, especially in the ways that that think and feel and act toward other people.
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: All assignments are due at the beginning of class on the day when they are due (see schedule, below). If you fail to show up on the day of your presentation, you will receive a 0 (zero) for that presentation, unless you have a Doctor's note or an accident report. Late term paper proposals or reports will be penalized 15% for each weekday or portion thereof that the assignment is late. If you notify me 24 hours IN ADVANCE that you will be absent, then you will be allowed to make-up exams or presentations.
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.
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 2011-2012 Undergraduate Catalog Page 93
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 2011-2012 Undergraduate Catalog Page 93
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2011-2012 Undergraduate Catalog Page 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 .
Bibliography: My name is Latasha Fleming. I have a Bachelor of Science from Springfield College in Human Service; specialization in Criminal Justice. I also have a Master of Science in Psychology from Capella University. I am currently working on my Ph. D in Psychology with an anticipation graduation date of September 2013. I am also in “ABD” status towards my Ph. D program. “ABD” stands for “All But Dissertation.” Meaning, I have completed everything in my Ph. D program, except for my Dissertation. After completing my Ph. D, I plan on returning back to school at Tiffin University for a Master of Science in Criminal Justices I am currently teaching at several different universities online and I have my own businesses as a Notary Public.
I am married with four children; 3 boys and 1 girl. My oldest is 18 years old and my youngest is 13. I also have two step children (ages: 12 & 13), whom I call my own as well. I have been married for almost four years.
I moved to Orlando, Florida in 2005 from Milwaukee, Wisconsin. It was a big change in scenery as far as the weather and people. I really, really enjoy living here and I do not think I will ever move back to the Midwest, especially, not Milwaukee.
My interest is in Psychology, Forensics, and Real Estate. When I was younger, I always wanted to work with the deceased in a funeral home as a Mortician or as a Forensic Pathologist (Medical Examiner).
Last Updated:12/12/2011 10:01:36 PM