Syllabus

History of Theories in Psychology (PSYC 493)

Syllabus and Semester Calendar, Fall 2010

Time: MWF, 2:00-2:50

Location: Chambers 107

Professor: David P. McAnulty, PhD                  Office hours (best to set up time via email)

Office: 215 Chambers Hall                                    Mon         3-5 pm

Phone: (Office) ext. 6959                                      Tue         1-3 pm

(Cell) 325-660-3066                                                Wed         1-3 pm

ACU BOX: 28011                                                    Fri         9-11 am

Email: david.mcanulty@acu.edu

RATIONALE AND OBJECTIVES

• The mission of Abilene Christian University College of Arts and Science is to educate students for Christian service and leadership throughout the world, through programs of study and other learning experiences that blend a liberal arts education with professional and career education.

• Course Description: History of Theories in Psychology provides a survey of major psychological theories and systems and an overview of the history of psychology with an emphasis on modern history. A writing-intensive course.

• Course Objectives:

1. To introduce the historical, philosophical, and empirical foundations of the field of psychology and its applications.
2. To provide an understanding of how history has helped to shape important contemporary psychological theories and issues.
3. To develop critical analytical skills relative to the various approaches to the field of psychology.
4. To encourage students to develop and to articulate their own ideas, critiques and conclusions relative to their study of Psychology.
5. To foster critical thinking about how the Christian worldview encounters the psychological view of man, in its various forms.

COURSE FORMAT

Required Texts:

• Hergenhahn, B.R. (2009).  An Introduction to the History of Psychology (6^th ed.)  Belmont, CA: Wadsworth.  Available new & used in bookstore.

Assessment & Grades

1. Quizzes: the student’s knowledge of basic factual information will be assessed through seven (7) quizzes covering the assigned reading.  In the case of class absence for any reason, make up quizzes will not be given until the final (see below).  The format of the quizzes will vary, including matching, short answers, multiple-choice items.  The quizzes are worth 25% of your grade.

2. Essay Exams: the student’s ability to engage critically with the course material will be assessed through three (3) papers, each 750-1000 words in length (approx 3-5 pages, double-spaced, typed).  Each essay should be in APA format.  Grades will be assigned based on (a) critical thinking (e.g., strength of arguments, ability to connect ideas together, application to current issues), (b) personal reflections (i.e., it is important that your paper reflect your own reactions, opinions and ideas learned; merely regurgitating material from the text or lectures will result in a significantly reduced grade), and (c) writing style & organization (paper structure, grammar, spelling).  The topics for each essay are described below.  Altogether the essays are worth 30% of your grade (see breakdown below).  PLEASE NOTE THAT LATE ESSAY EXAMS ARE marked down 10 points per day late.  All essays must be submitted in 2 formats: hardcopy and electronic copy.

i. ESSAY EXAM #1 (10% of your grade) will be a paper on ONE of the topics listed in the 1^st list in the appendix

ii. ESSAY EXAM #2 (10% of your grade) will be a paper on ONE of the topics listed in the 2^nd list in the appendix

iii. ESSAY EXAM #3 (10% of your grade) will be a paper on ONE of the topics listed in the 3^rd list in the appendix

3. Major Paper: Students will be required to write an 8-10 page (typed double-spaced, 12 point Times New Roman, not including title page) scholarly paper.  The paper is worth 30% of your grade. Please note that late papers are marked down 10 points per day late. Your paper must be submitted in 2 formats: hardcopy and electronic copy.

a) The paper must include at least 5 references besides the course textbook.  At least one source must be a Primary Source (a work by an original source in the history of psychology). 

b) The paper should be in APA format. 

c) Grades will be assigned based on (1) writing style (paper structure, grammar, spelling), (2) critical thinking (e.g., strength of arguments, ability to connect ideas together, application to current issues), and (3) personal reflections (i.e., it is important that your paper reflect your own reactions, opinions and ideas learned; merely regurgitating material from the text or lectures will result in a significantly reduced grade).

d) One of the following broad topic areas must be chosen.  Further details will be provided in class for topics.  In all cases, The specific topic must be approved by the professor.

i. The psychology of dreams

ii. The psychology of good & evil

iii. Demons, witches and mental illness

iv. Free will & determinism

v. Psychology & diversity

vi. The unconscious

e) The paper is first and foremost about the history of psychological thought.  As such, the paper must cover the progression of an idea from the ancients to the present. While this overview need not be exhaustive, it must represent a well thought-out and organized review on the part of the student.

4. Class Blog: the student’s participation in and contribution to the class will be assessed by participation in the class blog.  Over the course of the class, each student will be expected to contribute a total of 6 blog posts and 18 blog comments in response to fellow-students’ posts.   Blog posts much be posted by the due dates indicated on the course schedule (see below). Altogether there are 6 blog assignments with 1 post and 3 comments required for each Part I and II, and 2 posts and 6 comments required for each Parts III and IV.  PLEASE NOTE THAT LATE BLOG ENTRIES WILL NOT BE ACCEPTED.

• Guidelines for blog posts:  posts should be approximately 200-500 words and might consists of (a) personal reactions/reflections in response to course readings and discussions, (b) links to other websites/blogs/media relevant to the course material, with personal comments, (c) spiritual/theological reactions/critiques engaging the course material from a Christian perspective, (d) current news reports or events that somehow relate to a topic or person covered in class readings/discussions, (e) connections between the arts and the course material (visual arts, music, multimedia), etc…

• Grading: meeting the minimum requirement will earn a student a C grade.  A student’s grade will be raised to an A or B based on quality of posts & comments, showing reflection, critical thinking, creativity and/or personal research.  Each blog assignment will be graded as follows: 55 points for the post & 15 points for each comment for a total of 100 points. The course blog is worth 15% of your grade.

5. Final: A final exam will be given on the scheduled date.  All students must be present for the final; under no circumstances will a final exam be given early.  Therefore, make your end of semester travel plans accordingly.  On the final exam, students who missed a quiz during the semester or who wish to raise their grade on one quiz, may take an equivalent quiz over the same material.  Only one quiz grade may be made up at the final.

6. Attendance: students who attend all classes will receive a bonus, to be added to the total points earned in the class.  Keep in mind that (a) since these are bonus points, any absence, whether excused or unexcused, counts as an absence,  (b) sleeping in class and/or class disruptiveness (e.g., excess talking or cell phone use unrelated to class) will result in a student being counted absent for that day, and, (c) while students are not penalized for absences, they must still comply with ACU attendance policies (PLEASE NOTE that missing 20% of classes may result in being dropped from the class with a grade of WF).

The bonus points for attendance are awarded as follows:

• 0-1 absences                           50 points bonus

• 2 absences                           35 points bonus

• 3 absences                           20 points bonus

• 4 or more absences                     0 points bonus

7. Summary of Course Evaluations:

• Quizzes      =      250 points (average quiz grade x 2.5)

• Essays      =      300 points (average essay grade x 3.0)

• Paper           =      300 points (paper grade x 3.0)

• Blog           =      150 points (average blog grade x 1.5)

• Final grade          =          [(Points earned + Attendance bonus) /1000] x 100

8. Final Grade Assignments:

• A = 90 to 100%

• B = 80 to 89%

• C = 70 to 79%

• D = 60 to 69 %

• F = 0 to 59%

ACADEMIC INTEGRITY

The majority of students are honest in their academic work.  As a reminder, however, you have the responsibility, to yourself and your faith, as well as to your classmates and your professors, to comply with the basic principle of academic honesty as stated in the ACU policy.  Anyone who engages in cheating, plagiarism or other misrepresentation of course work will, as a minimum consequence, receive a grade of “0” for the concerned assignment and a minimum reduction of the semester grade by one letter grade. He/she will also be reported to the appropriate university authorities.

Plagiarism is a particularly critical concern in a writing intensive class and will not be tolerated.  When in doubt, carefully reference your sources; clearly designate quotes; give credit to original sources of ideas; consult the professor with any questions before turning in a writing assignment.

The full ACU policy on academic integrity can be found at: http://www.acu.edu/campusoffices/studentlife/judicial/For%20Students/Academic_Integrity_P.html

STUDENTS WITH DISABILITIES

Students with disabilities who wish to receive accommodations in this course should contact the Alpha Scholars Program at 325-674-2667, within the first week of classes

COURSE SCHEDULE

The following is a schedule for the course.  Changes may be made during the semester; any such changes will be clearly communicated to the class.

PSYC 493 Course Schedule—Fall 2010

WEEK	DATE	TOPIC	ASSIGNMENTS
Part I – Philosophical and Historical Background: Pre-Renaissance Psychological Thought
1	08-23-10	Introduction, syllabus
	08-25-10	Introduction (Cont’d)	QUIZ#1 Ch. 1, 2, 3
	08-27-10	The Greek Philosophers:  Plato, Socrates, Aristotle
2	08-30-10	The Greek Philosophers (Continued)
	09-01-10	The Roman & Patristic Periods: Jesus, Augustine
	09-03-10	Duncan Workshop (no class)–OPTIONAL
3	09-06-10	The Middle Ages: Aquinas	Blog posts due
	09-08-10	Part 1 Wrap up—Blog discussion
Part II – Philosophical and Historical Background: The Renaissance & the Beginning of the Modern Period
	09-10-10	The Renaissance & Humanism	QUIZ#2 Ch. 4, 5, 6, 7
4	09-13-10	Rationalism, Empiricism	ESSAY EXAM #1 Due (peer review)
	09-15-10	Rationalism, Empiricism	ESSAY EXAM #1 Final Draft Due
	09-17-10	Romanticism & Existentialism	PAPER TOPICS DUE
5	09-20-10	Romanticism & Existentialism	Blog posts due
	09-22-10	Part II Wrap up-Blog Discussion
Part III – The Beginning of Scientific Psychology: Biological Influences & Early Cognitive Theories
	09-24-10	Physiology, experimental psychology, evolution	QUIZ#3 Ch. 8, 10, 19
6	09-27-10	Psychobiology
	09-29-10	Evolutionary Psychology
	10-01-10	Biological Influences (Continued)
7	10-04-10	Biological Influences (Continued)	Blog posts due
	10-06-10	Blog Discussion
	10-08-10	Structuralism, the beginning of Psychology	QUIZ#4 Ch. 9, 11, 14, 20
8	10-11-10	Functionalism, U.S. Psychology	Blog posts due
	10-13-10	Part III Wrap up-Blog discussion
	10-15-10	FALL BREAK (no class)
Part IV – The Era of the Major Schools of Psychology
9	10-18-10	Gestalt Psychology	ESSAY EXAM #2 Due (peer review)
	10-20-10	Behaviorism	ESSAY EXAM #2 Final Draft Due
	10-22-10	Behaviorism	QUIZ#5 Ch. 12, 13
10	10-25-10	Contemporary behaviorism	Blog posts due
	10-27-10	Discussion of behaviorism
	10-29-10	Psychoanalysis	QUIZ#6 Ch. 16, 17
11	11-01-10	Psychoanalysis
	11-03-10	Contemporary psychodynamic theories	Blog posts due
	11-05-10	Discussion of psychodynamic theories
12	11-08-10	Humanistic theories	QUIZ#7 Ch. 18
	11-10-10	Existential theories
	11-12-10	Humanistic-existential theories	PAPER DUE (peer review)
Part V – Special topics, contemporary issues
13	11-15-10	Special topics: demons & mental illness	PAPER FINAL DRAFT DUE
	11-17-10	Special topics: psychology of good & evil
	11-19-10	Special topics: dreams
14	11-22-10	Special topics: free will
	11-24-10	THANKSGIVING (no class)
	11-26-10	THANKSGIVING (no class)
15	11-29-10	Special topics: the unconscious	ESSAY EXAM#3 Final Draft Due
	12-01-10	Special topics: psychology & diversity
	12-03-10	Course wrap up
December 8, 2010                          FINAL EXAM                             Wednesday, 2:00 – 3:45 pm

APPENDIX

ESSAY EXAM #1: Choose ONE of the following topics*

1. Plato famously described the Allegory of the Cave to describe man’s relationship to Truth.  Explain and affirm the allegory.  Thinking of ideas that were later shown to be limited or false, use a few examples from the history of psychology studied so far to illustrate the truth of Plato’s allegory.  Be sure and include your own reactions to the relevance of the Allegory of the Cave.  Feel free to use contemporary examples, too.

1. Choose and discuss 2 significant extra-biblical influences (from the Greeks to the Renaissance period) that had a definite impact on the progression of Christian “psychological” thought (for instance, about man, the soul, the body, faith, happiness, or any other such topics).  You may choose influences that preceded and/or that followed the New Testament era.  Be sure and include your personal evaluation as to whether the influence was positive or negative in its impact on Christianity.

1. The Renaissance was a time of change, with regard to ideas, new discoveries or inventions, historical events, and general attitudes.  Identify 3 significant persons from that period who characterize these dramatic changes.  Be sure and choose 3 individuals who represent relatively distinctive contributions to change (rather than 3 individuals who essentially represent the same change or area of change).  Comment briefly on how these changes have fared in history since then; what has endured, what has not?  Make your answer personal.

1. Biological psychology is one of the dominant schools of thought today.  Trace the history of biological/physiological psychology from the Greeks to the Renaissance Period (i.e., the time periods covered so far in class).  What were some of the prominent views during the Greek, Patristic, Medieval and Renaissance periods?  Who do you think were significant persons and what noteworthy ideas and/or events stand out to you?

ESSAY EXAM #2: Choose ONE of the following topics*

1. Compare and contrast (a) Kierkegaard’s 3 stages of the individual towards personal freedom and (b) Auguste Comte’s 3 stages of understanding that societies (and its members) go through.  Your answer should include your personal reaction to each viewpoint.  Be sure to comment briefly on factors that may have influenced each man’s perspective (e.g., what might they be reacting “to”?)

1. Write a description and a critical analysis of evolutionary psychology as a model for understanding human behavior.  Briefly review the progression of the concept; your review need not be comprehensive but simply illustrative.  Minimally, mention one strength and one weakness of this model/theory.

1. In the history of psychology (philosophy), many (but not all) of the theorists of the post-Renaissance and pre-modern era were actually believers.  However, a number of developments in thinking and research laid the groundwork for a gradually increasing gap between faith and psychological science.  Provide a selective, critical review of the people and ideas that contributed to the de-emphasis of God and the spiritual.

1. Defend the notion that William James is properly viewed as the quintessential American psychologist.  Include in your response the following 3 elements:  (a) aspects of James’ psychological thinking/theories, (b) biographical information about James, and (c) your own reaction to James’ views.

ESSAY EXAM #3: Choose ONE of the following topics*

1. Compare and contrast E.L. Thorndike’s theory of learning (Functionalism-early Behaviorism), based on animal experimentation, to Wolfgang Köhler’s (Gestalt Psychology) theory of learning.  Provide a brief personal analysis or critique as a conclusion to your answer.

1. Both J.B. Watson and Abraham Maslow believed that the environment was a powerful influence on the individual’s development.  Compare and contrast Watson’s S-R psychology to Maslow’s self-actualization psychology with regard to the impact of environmental factors.  Be sure and include a personal critique.

1. Write a brief “Christian” critique of Carl Rogers’ client-centered theory.  What aspects of his theory might fit a Christian perspective and which might differ?  Be sure and include a personal opinion regarding the impact of Rogerian theory/therapy.

1. Imagine yourself as a practicing therapist, pastoral counselor, minister or schoolteacher.  Write a short essay explaining ONE concept you borrow from EACH of the major 20^th century schools of psychology: Behaviorism (e.g., Watson, Pavlov, Skinner), Psychoanalysis (e.g., Freud, Adler, Jung), and Humanistic-Existential (e.g., Frankl, Rogers, Maslow, May) that you find of great usefulness in your work.  For each concept, briefly explain what it means and provide an illustration of how you apply it in your work.

* Additional question options may be added at a later date

PSYC 493 Syllabus Spring 2010