A. Overview, Epistemologies / B. Greeks to Voltaire / C. The Associationists

A. The Object Relations School; B. Family Systems Therapy

EXAM (Oct 10-Nov. 7 material)

Pleasee do the reading by the date shown and come to class ready to discuss it. Where they are available, I recommend reading the online lecture notes and summaries prior to class, so that you can use the class to think, ask questions, and make comments rather than for your first take on the information. Note that the course work is "front loaded." That is, there is an usually heavy workload during the first two weeks, Please keep up at the beginning--you will find that much easier than trying to catch up.

SUMMARY OF DUE DATES (changes may occur)

• SEPT. 12. - PAPER 1 DUE, Greeks & early psychology (short paper: 2-4 pages)
• OCT. 10. - MIDTERM OR PAPER 2 DUE. On the psychoanalytic tradition
• NOV. 14. - EXAM on behavioral psychology, from Pavlov to the cognitive-behavioral approach.
• DEC. 12. - PAPER 3 DUE On Gestalt psychology &/or therapy, field theory, Fromm, (and if you wish, applications of earlier material to social processes) 2-6 pp

• Paper 1: 11%
• Paper 2: 23%
• Exam: 23%
• Paper 3: 23%
• Class participation and attendance (includes small groups): 20%

GUIDELINES FOR PAPERS. Strive for clear writing that makes its point well. Avoid empty verbiage and padding (no "snow jobs," please). I like concise writing in which many points are made in little space. (Illustrative anecdotes are an exception.) Start with your first substantive point, say what you have to say, and stop. Forget introductions and summations unless your literary self insists. I do like catchy leads and endings. Exceeding assigned lengths will not bring extra points, but take the space you need. Find your own reconciliation of these elements. To be eligible for a "B" you must refer specifically to substantive points in the reading, with page numbers. To be eligible for an "A" you must refer specifically to relevant websites other than my own , or to outside hardcopy reading other than textbooks for your other classes. Please type.

What do I consider a poor paper? One that parrots back material with no thoughtfulness. . One that sounds just like everybody else's. One that puts me to sleep (Yes, it happens). One that offers nothing interesting. One that was obviously tossed off in half an hour. One that's so vague that it's not clear to me that you know what you're talking about. One that does not refer to specific items that you have learned for this course. One that sounds like you wrote it for a different course.

GUIDELINES FOR EXAMS. I take the class performance as a whole into account, so 80% might end up the highest score and a strong A. I do not assign a specified percentage of As, of Bs, etc. I try to focus the items on the main concepts, and on which ideas are associated with which thinkers. It pleases me when many of you do well.

CLASS ATTENDANCE AND PARTICIPATION includes both attendance & participation in the large class and attendance in the small group, if we have them. Please note:.

Some people can speak out more easily in class than others . Therefore I often use a discussion format in which we go up and down the rows, or around the circle, and each one of you simply reads out loud a brief passage that had an impact for you. I have found that even shy, quiet students are able to do this. It may be something you liked, hated or disagreed with, or didn't quite understand.If you want to add a comment of your own, that's fine, but not required. All I ask is that you read aloud. (Please mark several passages to choose from, in case someone else has already read one that you thought of reading.) We will use this procedure with many but not all of the reading selections, without forewarning, so you should be prepared to read aloud every week. When you do, I will put a dot by your name on my roster, and this will contribute to your class participation evaluation at the end. Many dots, high. Few dots, low.

I like questions, comments, and discussion. If you're shy about speaking out, please work on doing so more. If you tend to be a big talker, say your piece but also make space for quieter students to speak out. If I bypass your waving hand and call on a quieter student, it's to try to involve everyone.

If due to unavoidable life circumstances you have to stop coming to class, be sure you officially withdraw at the registrar's office. Then you get a "W" which does not count against you. If you appear as still in the class on my final roster, I am required by university regulations to give you a "U" (unauthorized withdrawal), which turns into an F on your record.

If you do not complete the course work on time, YOU MUST TURN IN A "REQUEST FOR INCOMPLETE" FORM TO ME BY FINALS DATE. Otherwise you will receive either a a final grade that counts the unfinished work as an F, which would surely lower your overall grade, or a "U" ("unauthorized withdrawal") .for the course, which turns into an F on your records.

Whispering back and forth during lectures and discussions is a no-no (high school behavior). Down goes your class participation grade--I kid you not. Pass notes instead. They're less disturbing.

COURSE DESCRIPTION

This history of psychology is the first of a two-semester sequence of courses. The first and part of the second class sessions are devoted to older history from the Greeks through the Associationists. The rest of the course is devoted to twentieth century psychology, especially those figures and traditions that are collectively viewed as particularly important by the Psychololgy faculty of this University. Phenomenological, humanistic, existential, and transpersonal traditions are largely excluded because they are the main focus of Psychology 307,which follows 306.

Course Objectives:

1. To provide a common base of knowledge and abilities for advanced coursesTo become familiar with central issues in psychology's present and past, and the arguments surrounding them.To provide first - hand knowledge, through reading original sources, of principal figures in 20th century psychology, and their contributions.
2. To develop skills, along with the accompanying perspectives, useful both in professional work and everyday life.

1. Introduction to Psychology (250 or equivalent)College composition (Eng 101 or equivalent)Critical Thinking (Phil 101 or equivalent)
2. Status as a declared psychology major, unless empty seats are available

Other

THE WEBSITE. This is a valuable source of supplementary material. There are full lecture notes for some lectures, summaries of others, and links to other interesting related sites. If you forget the URL, put 'Victor Daniels' into any search engine and my home page will be one of the top items to come up.Then click on the "History of Psychology" link. If you need information about an assignment, click on the "NEWS" link on my home page and look for the Psychology 306 box.