COURSE INTRODUCTION AND APPLICATION INFORMATION


Course Name
History of Psychology : Systems and Theories
Code
Semester
Theory
(hour/week)
Application/Lab
(hour/week)
Local Credits
ECTS
PSY 416
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 History and Systems of Psychology is a course of study exploring the foundations of the discipline by looking at the ideas of individuals who contributed to psychology as a social science: To describe the key contributions of major figures in the history of psychology. To describe how historical trends and events have influenced the development of psychology as a scientific discipline.To describe major perspectives of psychology.To demonstrate an understanding of major questions that have driven psychological thought throughout its history
Learning Outcomes The students who succeeded in this course;
  • To describe the key contributions of major figures in the history of psychology.
  • To describe how historical trends and events have influenced the development of psychology as a scientific discipline.
  • To describe major perspectives of psychology.
  • To demonstrate an understanding of major questions that have driven psychological thought throughout its history.
Course Content This course explores major developments and ideas in the history of psychology as an academic discipline. We will address such topics as: the history of ideas about "the mind;" key historical and social events that shaped the field; when and how psychology became a science; life histories of psychologists; and how ideas about what is "normal" shape and are shaped by 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 What is philosophy of science? What is philosophy of mind? What is philosophy of psychology? Information about how to write a philosophical paper
2 Freud S. Freud (1911), Formulations on The Two Principles of Mental Functioning. In: Ivan Smith (ed.) Freud-Complete Work). http://www.valas.fr/IMG/pdf/Freud_Complete_Works.pdf, pp. 2550-2557. S. Freud (1912), A Note on The Unconscious in Psycho-Analysis. In: In: Ivan Smith (ed.) Freud-Complete Work). http://www.valas.fr/IMG/pdf/Freud_Complete_Works.pdf, pp. 2575-2583.
3 Popper’s Theory of Science and His Criticism of Freud Karl R. Popper (1968), Conjectures and Refutations: The Growth of Scientific Knowledge. New York: Harper & Row, pp. 33-59.
4 Adolf Grünbaum on Popper’s Criticism of Freud Adolf Grünbaum (1979) Is Freudian Psychoanalytic Theory Pseudo-Scientific by Karl Popper’s Criterion of Demarcation? American Philosophical Quarterly 16(2): 131-141.
5 Behaviorism J. B. Watson (1994), An Excerpt from “Talking and Thinking”. In: William G. Lycan (ed.) Mind and Cognition: A Reader. Cambridge, Massachusetts: Blackwell Publishers, (pp. 14-22). Rudolf Carnap (1994), An Excerpt from “Psychology in Physical Language”. In: William G. Lycan (ed.) Mind and Cognition: A Reader. Cambridge, Massachusetts: Blackwell Publishers, (pp. 23-28).
6 Criticism of Behaviorism and Cognitive Revolution Noam Chomsky (1994), Language and Innateness. In: William G. Lycan (ed.) Mind and Cognition: A Reader. Cambridge, Massachusetts: Blackwell Publishers, (pp. 627-646).
7 Midterm
8 Functionalism: Putnam Hilary Putnam (1994), The Nature of Mental States. In: In: William G. Lycan (ed.) Mind and Cognition: A Reader. Cambridge, Massachusetts: Blackwell Publishers, (pp. 47-56).
9 Functionalism: Sober Elliott Sober (1994), Putting the Function Back into Functionalism. In: In: William G. Lycan (ed.) Mind and Cognition: A Reader. Cambridge, Massachusetts: Blackwell Publishers, (pp. 97-106).
10 No Class due to National Holiday
11 Modularity of Mind: Fodor Jerry Fodor (1993). Part III: Input Systems As Modules. The Modularity of Mind: An Essay on Faculty Psychology. Cambridge, Massachusetts: The MIT Press, pp. 47-101.
12 Evolutionary Psychology Cosmides, L. & Tooby, J. (2003) "Evolutionary psychology: Theoretical Foundations," in Encyclopedia of Cognitive Science (London: Macmillan), pp. 5-67. Tooby, J. & Cosmides, L. (2005) "Evolutionary Psychology: Conceptual Foundations," in D. M. Buss (ed.), Handbook of Evolutionary Psychology (New York: Wiley).
13 Can Psychology be reduced to Physics? Jerry Fodor (1974), Special Sciences (Or Disunity of Science as a Working Hypothesis). Synthese 28: 97-115. Jeagwon Kim (1992), Multiple Realization and the Metaphysics of Reduction. Philosophy of Phenomenological Research 52(1): 1-26
14 Are there psychological laws? Jerry Fodor (1989), Make Mind Matter More. Reprinted In: Brian Beakley and Peter Ludlow (eds.) The Philosophy Mind: Classical Problems/Contemporary Issues, second edition. Cambridge, Massachusetts: The MIT Press, pp. 409-425. Stephen Schiffer (1991), . Mind, New Series 100(1): 1-17.
15 Review of the Semester  
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
2
10
Laboratory / Application
Field Work
Quizzes / Studio Critiques
Homework / Assignments
1
50
Presentation / Jury
Project
Seminar / Workshop
Midterms / Oral Exams
1
40
Final / Oral Exam
Total

Contribution of Semester Work to Final Grade
50
Contribution of Final Work to Final Grade
50
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
1
15
Presentation / Jury
Project
Seminar / Workshop
Midterms / Oral Exams
1
15
Final / Oral Exam
30
    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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