COURSE INTRODUCTION AND APPLICATION INFORMATION


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;
  • will be able to explain the relationship between the mind and the body.
  • Will be able to explain the fundamental differences between the mind and the brain.
  • Will be able to describe the relationship between our conscious experience and our nervous system.
  • Will be able to discuss whether a computer can think the way we do.
  • Will be able to discuss how mere thoughts cause things to happen in a physical universe.
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

 



Course Category

Core Courses
Major Area Courses
X
Supportive Courses
Media and Managment Skills Courses
Transferable Skill Courses

 

WEEKLY SUBJECTS AND RELATED PREPARATION STUDIES

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

 

EVALUATION SYSTEM

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

ECTS / WORKLOAD TABLE

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

 

COURSE LEARNING OUTCOMES AND PROGRAM QUALIFICATIONS RELATIONSHIP

#
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