COURSE INTRODUCTION AND APPLICATION INFORMATION


Course Name
Philosophical Basis of Psyhology
Code
Semester
Theory
(hour/week)
Application/Lab
(hour/week)
Local Credits
ECTS
PSY 411
Fall/Spring
3
0
3
5
Prerequisites
None
Course Language
English
Course Type
Elective
Course Level
First Cycle
Course Coordinator -
Course Lecturer(s)
Assistant(s) -
Course Objectives To provide students with the basic philosophical knowledge which is the base of the science of psychology and help them to be more critical thinker concerning the topics of psychology.
Learning Outcomes The students who succeeded in this course;
  • To be aware of the basic discussions in philosophy.
  • To know the topics in the basic fields of philosophy.
  • To acknowledge the reflections from philosophy to psychology.
  • To understand the importance of philosophical understanding in the theory and practice of psychology.
Course Content The course consists of the knowledge about the basic disscussions on the fields of philosophy such as philosophy of mind, philosophy of language, and philosophy of science, which are, at the same time, important to the science of psychology.

 



Course Category

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

 

WEEKLY SUBJECTS AND RELATED PREPARATION STUDIES

Week Subjects Related Preparation
1 Introduction: Philosophy and psychology intersection
2 Minds and bodies: Materyalism vs. idealism Flanagan, O. (1984). The Science of the Mind. MIT., 122
3 MInds and bodies: Behaviorism, logical behaviorism, metodological behaviorism. Flanagan, O. (1984). The Science of the Mind. MIT., 122
4 Consciousness, intentionality, and qualia. Nagel, T. (1974). What is it like to be a bat? The Philosophical Review, 83, 435450. Flanagan, O. (1984). The Science of the Mind. MIT., 307364
5 Monism, dualism, and supervenience. Flanagan, O. (1984). The Science of the Mind. MIT., 307364
6 Language and cognition NoelJorand, Reinert, and Dassa (1997). A new approach to discourse analysis in psychiatry, applied to a schizophrenic patient’s speech.
7 The problem of reference NoelJorand, Reinert, and Dassa (1997). A new approach to discourse analysis in psychiatry, applied to a schizophrenic patient’s speech.
8 Language and reality Richert, A. J. (2006) Narrative psychology and psychotherapy integration.
9 Hermeneutics and narrative psychology Bouchard and Guerette (1991) Psychotherapy as a hermeneutical experience
10 Postmodernism and psychology. Loewenthal, D., Snell, R. (2003) Postmodernism for psychotherapists. New York: Routledge. (3972).
11 Presentations and discussions.
12 Presentations and discussions.
13 Presentations and discussions.
14 Presentations and discussions.
15 Presentations and discussions.
16 Review of the Semester  
Course Textbooks Book chapters outlined above, recent articles holding current scientific enquiries in psychology, and .ppt presentations.
References All of the prestigious journal that publish psychological research.

 

EVALUATION SYSTEM

Semester Requirements Number Percentage
Participation
Laboratory / Application
Field Work
Quizzes / Studio Critiques
Homework / Assignments
Presentation / Jury
Project
1
60
Seminar / Workshop
Midterms / Oral Exams
1
40
Final / Oral Exam
Total

Contribution of Semester Work to Final Grade
2
100
Contribution of Final Work to Final Grade
Total

ECTS / WORKLOAD TABLE

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
3
Field Work
Quizzes / Studio Critiques
Homework / Assignments
Presentation / Jury
30
Project
1
30
Seminar / Workshop
Midterms / Oral Exams
1
Final / Oral Exam
    Total
126

 

COURSE LEARNING OUTCOMES AND PROGRAM QUALIFICATIONS RELATIONSHIP

#
Program Qualifications / Outcomes
* Level of Contribution
1
2
3
4
5
1 To be able to assess psychological concepts and perspectives, interpret and evaluate data using scientific methods X
2 To be able to develop a curiosity and interest towards the mind and its phenomena, to possess a sense of critical and scientific reflexion and ability to analyze new information. X
3 Ability to make use of theoretical and applied knowledge in local and global levels. X
4 To have a basic knowledge of other disciplines that can contribute to psychology and to be able to make use of this knowledge X
5 To possess and value societal, scientific and ethical principles in collecting, interpreting and publishing psychological data X
6 To have knowledge of how psychology is positioned as a scientific discipline from a historical perspective, and to know with what methods it views behavioural and mental processes X
7 To be able to distinguish between the emphases of fundamental theories and perspectives of psychology (behavioural, biological, cognitive, evolutionary, social, developmental, humanistic, psychodynamic and sociocultural) and compare and express their differences and similarities, contributions and limitations X
8 The competence to share psychological knowledge based and qualitative and quantitative data with experts and lay people, using effective communication skills X
9 To have the awareness of interpersonal and societal problems and phenomena and adopt this awareness in psychological problems and researches. X
10 Competence to make use of applied and theoretical psychological knowledge to make contributions to industrial development and provide solutions to problems X
11 To possess essential knowledge of techniques and instrumentation for psychological measurement and evaluation X

*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest

 

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