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History and Systems of Psychology Course ERP # 1996 Semester: Fall 2019; Students: SSLA, SS-5 Classroom: MTC 25 (2.30-3.45 PM on Monday & Wednesday) IBA Main Campus

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History and Systems of Psychology Course ERP # 1996 Semester: Fall 2019; Students: SSLA, SS-5 Classroom: MTC 25 (2.30-3.45 PM on Monday & Wednesday) IBA Main Campus COURSE OUTLINE History and Systems of Psychology Course ERP # 1996 Semester: Fall 2019; Students: SSLA, SS-5 Classroom: MTC 25 (2.30-3.45 PM on Monday & Wednesday) IBA Main Campus Instructor: Dr. Gulnaz Anjum (MS & PhD Social Psychology) Office: MCC 207; Office hours: Monday & Wednesday 12.00 - 2.00 PM Email: [email protected] COURSE DESCRIPTION: This course provides an understanding of the core principles, theories and research related to history and systems of Psychology. This course’s great strength is the way it weaves psychology between events and trends in society. It shows that psychology and society are threads woven together in the same tapestry. Key theories and big name fit into a story that makes sense and become more human than legend. Historical development of contemporary psychology including a critical survey and in depth reading of major systems in the field: structuralism, functionalism, psychoanalysis, behaviorism, Gestalt psychology, and others. We find a richness in the history and systems of psychology that further defines our understanding, practice and research within psychology as a philosophy and science. INSTRUCTIONAL METHODS: This class will focus on a multidimensional approach in teaching that allows students to learn by doing in addition to traditional didactic training. Multiple pedagogical approaches (e.g., lectures, participatory learning, media resources, structured and unstructured group activities, presentations and student led discussions) will be used to meet this end. COURSE OBJECTIVES: The course will have following objectives: • Provide adequate grasp of the historical facts and implications of different systems of contemporary psychology. • Provide critical analyses of different types of knowledge at different times: knowledge of past events for the sake of knowing them (historicism); understanding the spirit of the times (zeitgeist). • Meaningful exploration of “How has the past influenced the present?” • A key objective will be that the students learn how to critique and question current philosophy, science, practice, and change it (Revolution). • Teaching “How can we influence the future of psychology?” COURSE OUTCOMES: Student Learning Outcomes: By the end of this course, students should be able to: • Understand and learn the key major figures in the history of psychology and their major contributions. • Relate and build upon the major perspectives to the individuals who are responsible for articulating them. • Application of how historical trends and events have influenced the development of psychology as a scientific discipline. • Demonstrate an understanding of major questions that have driven psychological thought throughout its history. • Demonstrate skills in writing and reporting in with stronger analytical skills psycho-social and context dependent historical style. CLASS EXPECTATIONS: • All students are required to read the assigned chapters/ articles/ materials. • Students need to be prepared for in-class group discussions. • Use of cellphones is not allowed during class. • Be punctual. Students will be marked absent if they arrive 10 minutes after class starts. • Cheating, plagiarism or other ethical violations will be strictly dealt with according to IBA policies. TEXTBOOKS Duane P. Schultz & Sydney Ellen Schultz (2011). A History of Modern Psychology. New York: Elsevier Science. Duane P. Schultz (2013). A History of Modern Psychology. New York: Elsevier Science. Hothersall, D. (2004) History of Psychology 4 th Edition. New York: McGraw-Hill. Joshua Aronson, & Elliot Aronson. E. (2012). Readings about The Social Animal. Worth Publishers: New York. ISBN-13: 978-1-4292-3342-2. ADDITIONAL RESOURCES • Additional resources and research papers will be provided through LMS. • All contents and assignments will be uploaded on LMS. GRADING: 1. Critical Case study of a Psychologist – 15 marks (15% of total) 2. Psych-History Map - 15 marks (15% of total) 3. Midterm exam – 30 marks (30% of total) 4. Project: Historical review of Psychology In Pakistan- 30 marks (30% of total) 5. Class Participation – 10 Marks (10% of total) All assigned grades will be FINAL. Requests for grade changes will not be entertained. RESEARCH REVIEW: Students are expected to be active participants in this class, engaging in lectures, asking questions and providing feedback to their classmates. Students will be required to develop a critical research review in which they will compare the texts from given book chapters and research papers. The contents of the assigned readings for role play and the class discussion will also be included for exams. HISTORICAL MAP - PRESENTATION: Students are expected to present a schema map on analysis of various school of thoughts with psycho-social interstation of era. Analyses must be historical representation mapping out psycho- social and cultural aspects of key psychological theories/ ideas from a given school of thought. Additional information will be provided in the class. EXAMS: This class will have one exam, which will be a combination of MCQs and short/essay answer questions that are meant to assess your grasp of both content and application of class material. Further details will be provided prior to exams. CLASS SCHEDULE: Week 1 – The Study of the History of Psychology Did You See the Clown? Why Study the History of Psychology? The Development of Modern Psychology The Data of History: Reconstructing Psychology’s Past Historiography: How We Study History Lost or Suppressed Data Data Distorted in Translation Self-Serving Data Contextual Forces in Psychology Economic Opportunity The World Wars Prejudice and Discrimination Conceptions of Scientific History The Personalistic Theory The Naturalistic Theory Schools of Thought in the Evolution of Modern Psychology Week 2 -Philosophical Influences on Psychology The Defecating Duck and the Glory of France The Spirit of Mechanism The Clockwork Universe Determinism and Reductionism Automata People as Machines The Calculating Engine The Beginnings of Modern Science René Descartes (1596–1650) The Contributions of Descartes: Mechanism and the Mind-Body Problem The Nature of the Body The Mind-Body Interaction The Doctrine of Ideas Philosophical Foundations of the New Psychology: Positivism, Materialism, and Empiricism Auguste Comte (1798–1857) Week – 3 Physiological Influences on Psychology David K. Makes a Mistake: The Importance of the Human Observer Developments in Early Physiology Research on Brain Functions: Mapping from the Inside Research on Brain Functions: Mapping from the Outside Research on the Nervous System The Mechanistic Spirit The Beginnings of Experimental Psychology Why Germany? Hermann von Helmholtz (1821–1894) Helmholtz’s Life Helmholtz’s Contributions to the New Psychology Ernst Weber (1795–1878) Two-Point Thresholds Just Noticeable Differences Gustav Theodor Fechner (1801–1887) Fechner’s Life Mind and Body: A Quantitative Relationship Methods of Psychophysics The Formal Founding of Psychology Week 4 The New Psychology No Multitasking Allowed The Founding Father of Modern Psychology Wilhelm Wundt (1832–1920) Wundt’s Life The Leipzig Years Cultural Psychology The Study of Conscious Experience The Method of Introspection Elements of Conscious Experience Organizing the Elements of Conscious Experience The Fate of Wundt’s Psychology in Germany Criticisms of Wundtian Psychology Wundt’s Legacy Other Developments in German Psychology Hermann Ebbinghaus (1850–1909) Ebbinghaus’s Life Research on Learning Research with Nonsense Syllables Other Contributions to Psychology Franz Brentano (1838–1917) The Study of Mental Acts Carl Stumpf (1848–1936) Phenomenology Oswald Külpe (1862–1915) Külpe’s Differences with Wundt Systematic Experimental Introspection Imageless Thought Research Topics of the Würzburg Laboratory Week 5 Structuralism Swallow the Rubber Tube—A College Prank? Edward Bradford Titchener (1867–1927) Titchener’s Life Titchener’s Experimentalists: No Women Allowed! The Content of Conscious Experience Introspection The Elements of Consciousness Criticisms of Structuralism Criticisms of Introspection Additional Criticisms of Titchener’s System Contributions of Structuralism Week 6: Functionalism: Antecedent Influences Scientist Captivated by Childlike Jenny The Functionalist Protest The Evolution Revolution: Charles Darwin (1809–1882) Darwin’s Life On the Origin of Species by Means of Natural Selection The Finches’ Beaks: Evolution at Work Darwin’s Influence on Psychology Individual Differences: Francis Galton (1822–1911) Galton’s Life Mental Inheritance Statistical Methods Mental Tests The Association of Ideas Mental Imagery Arithmetic by Smell and Other Topics Animal Psychology and the Development of Functionalism George John Romanes (1848–1894) C. Lloyd Morgan (1852–1936) Week 7: Functionalism: Development and Founding Evolution’s Neurotic Philosopher Evolution Comes to America: Herbert Spencer (1820–1903) Social Darwinism Synthetic Philosophy The Continuing Evolution of Machines Henry Hollerith and the Punched Cards William James (1842–1910): Anticipator of Functional Psychology James’s Life The Principle of Psychology The Subject Matter of Psychology: A New Look at Consciousness The Methods of Psychology Pragmatism The Theory of Emotions The Three-Part Self Habit The Functional Inequality of Women Mary Whiton Calkins (1863–1930) Helen Bradford Thompson Woolley (1874–1947) Leta Stetter Hollingworth (1886–1939) Granville Stanley Hall (1844–1924) Hall’s Life Evolution and the Recapitulation Theory of
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