Course Name | Philosophy of Mind and Psychology |
Code | Semester | Theory (hour/week) | Application/Lab (hour/week) | Local Credits | ECTS |
---|---|---|---|---|---|
PSY 615 | Fall/Spring | 3 | 0 | 3 | 7.5 |
Prerequisites | None | |||||
Course Language | English | |||||
Course Type | Elective | |||||
Course Level | Third Cycle | |||||
Mode of Delivery | - | |||||
Teaching Methods and Techniques of the Course | ||||||
Course Coordinator | - | |||||
Course Lecturer(s) | ||||||
Assistant(s) | - |
Course Objectives | The goal of this course is to provide detailed knowledge and perspective about philosophy of mind. |
Learning Outcomes | The students who succeeded in this course;
|
Course Description | The course will begin with an introduction to several different philosophical theories of the relationship between the mind and the body, starting with mind-body dualism. After discussing the problems with that view, we will then turn to several alternatives, including behaviorism, materialism, and functionalism. We will also consider the problems of what we mean when we talk about the mind and its contents, whether we can really know anything about the mind, and if so, how? |
Related Sustainable Development Goals | |
| Core Courses | |
Major Area Courses | X | |
Supportive Courses | ||
Media and Managment Skills Courses | ||
Transferable Skill Courses |
Week | Subjects | Required Materials |
1 | Substance Dualism | Cummins, D. D., & Cummins, R. (2000). Minds, brains, and computers: An historical introduction to the foundations of cognitive science. Hoboken, NJ: Wiley-Blackwell. (Chapter 1) |
2 | Behaviorism | Cummins, D. D., & Cummins, R. (2000). Minds, brains, and computers: An historical introduction to the foundations of cognitive science. Hoboken, NJ: Wiley-Blackwell. (Chapter 2) |
3 | The Identity Theory' | Cummins, D. D., & Cummins, R. (2000). Minds, brains, and computers: An historical introduction to the foundations of cognitive science. Hoboken, NJ: Wiley-Blackwell. (Chapter 3) |
4 | The Identity Theory' | Cummins, D. D., & Cummins, R. (2000). Minds, brains, and computers: An historical introduction to the foundations of cognitive science. Hoboken, NJ: Wiley-Blackwell. (Chapter 3) |
5 | Eliminativism | Cummins, D. D., & Cummins, R. (2000). Minds, brains, and computers: An historical introduction to the foundations of cognitive science. Hoboken, NJ: Wiley-Blackwell. (Chapter 4) |
6 | Consciousness | Cummins, D. D., & Cummins, R. (2000). Minds, brains, and computers: An historical introduction to the foundations of cognitive science. Hoboken, NJ: Wiley-Blackwell. (Chapter 6) |
7 | Midterm I | |
8 | Consciousness: the Knowledge Argument | Cummins, D. D., & Cummins, R. (2000). Minds, brains, and computers: An historical introduction to the foundations of cognitive science. Hoboken, NJ: Wiley-Blackwell. (Chapter 22) |
9 | Consciousness: Zombies | Cummins, D. D., & Cummins, R. (2000). Minds, brains, and computers: An historical introduction to the foundations of cognitive science. Hoboken, NJ: Wiley-Blackwell. (Chapter 23) |
10 | Consciousness and Content: Representationalism | Cummins, D. D., & Cummins, R. (2000). Minds, brains, and computers: An historical introduction to the foundations of cognitive science. Hoboken, NJ: Wiley-Blackwell. (Chapter 24) |
11 | Consciousness:Qualia | Cummins, D. D., & Cummins, R. (2000). Minds, brains, and computers: An historical introduction to the foundations of cognitive science. Hoboken, NJ: Wiley-Blackwell. (Chapter 20) |
12 | Midterm II | |
13 | Introduction to Artificial Intelligence | Cummins, D. D., & Cummins, R. (2000). Minds, brains, and computers: An historical introduction to the foundations of cognitive science. Hoboken, NJ: Wiley-Blackwell. (Chapter 26) |
14 | The Concept of Mind | Cummins, D. D., & Cummins, R. (2000). Minds, brains, and computers: An historical introduction to the foundations of cognitive science. Hoboken, NJ: Wiley-Blackwell. (Chapter 34) |
15 | Discussion | |
16 | Student Presentations |
Course Notes/Textbooks | Cummins, D. D., & Cummins, R. (2000). Minds, brains, and computers: An historical introduction to the foundations of cognitive science. Hoboken, NJ: Wiley-Blackwell. ISBN-13: 978-1557868770 ISBN-10: 1557868778 |
Suggested Readings/Materials |
Semester Activities | Number | Weigthing |
Participation | 1 | 10 |
Laboratory / Application | ||
Field Work | ||
Quizzes / Studio Critiques | ||
Portfolio | ||
Homework / Assignments | 3 | 60 |
Presentation / Jury | ||
Project | ||
Seminar / Workshop | ||
Oral Exam | ||
Midterm | ||
Final Exam | 1 | 30 |
Total |
Weighting of Semester Activities on the Final Grade | 4 | 70 |
Weighting of End-of-Semester Activities on the Final Grade | 1 | 30 |
Total |
Semester Activities | Number | Duration (Hours) | Workload |
---|---|---|---|
Course Hours (Including exam week: 16 x total hours) | 16 | 3 | 48 |
Laboratory / Application Hours (Including exam week: 16 x total hours) | 16 | ||
Study Hours Out of Class | 16 | 8 | 128 |
Field Work | |||
Quizzes / Studio Critiques | |||
Portfolio | |||
Homework / Assignments | 3 | 5 | |
Presentation / Jury | |||
Project | |||
Seminar / Workshop | |||
Oral Exam | |||
Midterms | |||
Final Exams | 1 | 40 | |
Total | 231 |
# | Program Competencies/Outcomes | * Contribution Level | ||||
1 | 2 | 3 | 4 | 5 | ||
1 | To be able to develop and deepen the current and advanced knowledge in the experimental science of psychology with original thought and/or research and come up with innovative definitions based on Master's degree qualifications. | X | ||||
2 | To be able to conceive the interdisciplinary interaction which the experimental psychology is related with, come up with original solutions by using knowledge requiring proficiency on analysis, synthesis and assessment of new and complex ideas. | X | ||||
3 | To be able to evaluate and use new methodological knowledge in a systematic way and gain higher level of skills on research methodology of the mind, behavior, and the brain. | X | ||||
4 | To be able to develop an innovative knowledge, method, design and/or practice or adapt an already known knowledge, method, design and/or practice to another field; research, conceive, design, adapt and implement an original subject. | X | ||||
5 | To be able to make critical analysis, synthesis and evaluation of new and complex ideas in the field of experimental psychology. | X | ||||
6 | To be able to develop new ideas and methods in the field of experimental psychology by using high level mental processes such as creative and critical thinking, problem solving and decision making. | X | ||||
7 | To be able to broaden the borders of the knowledge in the field by producing or interpreting an original work or publishing at least one scientific paper in the field in national and/or international refereed journals. | X | ||||
8 | To be able to organize and participate in scientific activities such as workshops, conferences, and panels to elaborate possible solutions to the problems which may be specific to experimental psychology or interdisiplinary. | X | ||||
9 | To be able to contribute to the transition of the community to an information society and its sustainability process by introducing scientific, technological, social or cultural improvements by following pioneer and innovative methods and theories of the mind, behavior and the brain trilogy. | X | ||||
10 | To be able to develope effective and functional means of communication to analyze mental relations and processes in the context of experimental psychology. | X | ||||
11 | To be able to contribute to the solution finding process regarding social, scientific, cultural and ethical problems in the field and support the development of these values. | X | ||||
12 | To be able to write an original dissertation in accordance with the criteria related to the field of Experimental Psychology. | X | ||||
13 | To be able to communicate and discuss orally, in written and visually with peers by using English language. | X |
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest