Psychology and Literature
Fall 2009
Mrs. Malanka
Contact Information:
email:
Website: http://www.tenafly.k12.nj.us/~lmalanka
Voice mail: (201) 816-4500 x8173
CONTENTS
1. OFFICIAL COURSE DESCRIPTION
2. SYLLABUS
3. DESCRIPTION/GENERAL EXPECTATIONS FOR PSYCHOLOGY AND LITERATURE:
4. GENERAL CLASSROOM POLICIES/GUIDELINES
5. TARDINESS
6. HANDING IN ASSIGNMENTS
7. PLAGIARISM
8. GRADING POLICY
9. SUPPLIES YOU’LL NEED
COURSE DESCRIPTION
1. "Psychology and Literature" is designed to give students experiences analyzing literary works in terms of their psychological themes, such as the nature of the self, the unconscious, the self and family, identity, and alienation.
2. The class will work on articulating central themes in selected texts and films.
3. Students will also analyze literature in terms of structure, symbols, images, meaning, etc.; and they will learn to recognize and consider the effects of alliteration, simile, metaphor, personification, and other literary devices.
4. The class will help students articulate various psychological theories and their relation to literature and experience.
5. All students will read at least two full-length works in the semester.
6. A research project/term paper is also required. More on this later.
SYLLABUS (still subject to change)
- One Flew Over the Cuckoo’s Nest, Kesey, Ken
- Selected works from Nine Stories, Salinger, J.D.
- The Bell Jar, Plath, Sylvia
- Various psychology case studies
- Excerpts from Awakenings, Sacks, Oliver
- Given the required research paper, you will also be reading various secondary sources and (re)reading primary source(s) in order to conduct your research and produce a paper.
WHAT TO EXPECT
As high school seniors, you are seasoned literary analysts and synthesizers of ideas; therefore, you already have some existing experience within the field of psychology as it relates to literature. For instance:
· you have studied a character and questioned his/her motives and the basis for his/her behavior.
· It’s likely you have discussed and written about the influence a particular time period or setting has over a character or a conflict between characters.
These activities deal with psychology in some form. Essentially, you have all been students and subjects of psychology up to this point; with this course, you will perhaps just become more aware of the relationship between study of human behavior and mental processes and literature.
My approach to this class is not much different from any other English course.
The main differences between this course and others stem from the nature of the selected readings. We will approach mature, often emotionally and intellectually fascinating and complex issues through literature. When exploring these topics, it is essential that we make this class a safe haven for questioning and expression, because we will often want and need one another’s input to make sense and meaning of the literature. In order to accomplish this goal, we need to create a sense of trust. I will never require you to share personal experiences that may be highly sensitive; however, whenever someone does share an opinion or a personal account, I expect that we will form a supportive community that listens and considers other ideas in a thoughtful manner. We can have a discussion about how to define and create a community of trust, but for now, I would like you to reflect on what you think it means and what your expectations for this class will be. As we delve into complex and often controversial discussions, we will spark debate which will make this class valuable and exciting.
Further notes on class participation:
1. Any lively discussion of literature demands a willingness to speak and offer insights.
2. No comment is insignificant or unwanted.
3. Dispense with shyness early on.
4. Any criticism directed at another student’s ideas must be constructive and sensitive.
5. Don't speak, however, just for the sake of speaking. Be thoughtful.
6. Class participation counts towards a significant portion of your grade.
7. I don’t just evaluate the sheer number of times you participate, but also the consistency and the quality of your input and feedback.
- I like to envision meaningful class participation as something like a volleyball game rather than the teacher playing tennis with one student at a time. Everyone gets involved and we play as a team.
GENERAL CLASSROOM POLICIES/GUIDELINES
ü Check my Website for assignments and information often (at least twice a week). Bookmark it.
ü Check your Tenafly email address, as I will sometimes email resources or homework assignment information.
TARDINESS: Students refer to the TigerQ student handbook. (http://www.tenafly.k12.nj.us/hs/pdf_files/dept_guidance/TIGERQ.pdf PAGE 14)
ü On-time means at your desk and ready to listen for class instructions, not walking through the classroom door at the start of class.
ü If you are late more than two times without a valid excuse, I will contact your parent/guardian.
ü With a third tardy I will refer you to the student manager, with a follow up call to your parent/guardian.
ü NOTE: Do not bring food into our classroom. I understand that we are all often pressed for time. While I recommend that you have a wholesome breakfast or lunch each day, don’t have it during our brief time together! I find that eating during class creates a distraction and results in a messy environment. If you must bring a bottle of water, I’m OK with it.
HANDING IN ASSIGNMENTS:
ü It is imperative that all work be handed in during class time on the assigned due date.
ü Per the THS English Department rules, for every CALENDAR day that an assignment is late, I will deduct 5 points from the grade earned.
ü I will use discretion as to when and in which cases I will call your parent/guardian and/or notify your guidance counselor.
PLAGIARISM: In accordance with THS English Department practices, students who plagiarize will receive a "0" on the assignment in question, with no opportunity to re-submit the work. In addition, the student and his/her parent(s)/guardian(s) will be required to meet with the teacher, department head, and guidance counselor.
Please refer to THS TigerQ 2008-2009 published policy. (http://www.tenafly.k12.nj.us/hs/pdf_files/dept_guidance/TIGERQ.pdf PAGE 26)
Forms of Plagiarism (from TigerQ student handbook):
ü failure to give a bibliography for written or oral reports;
ü failure to document with quotation marks or footnotes material derived from other sources;
ü use of other's work or ideas as one's own.
GRADING GENERAL STRUCTURE:
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1. At-home essays, in-class writings, tests: 30-35%
2. Projects: 10%-15%
3. Portfolios/projects: 10-15%
4. Homework, in-class work and participation 20-25%
5. Quizzes: 5-10%
6. Research paper will count as 40% of your fall semester grade
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SUPPLIES YOU’LL NEED
1. An active username and password to access the Tenafly Public Schools network!
2. 3-ring binder and Loose-leaf paper, subject separators
3. Pens and pencils
4. Index cards for the research paper (3x5 inches)
5. Recommended: adhesive tabs to mark passages in our reading.
SOME NOTES AND A VERY BRIEF INTRODUCTION TO PSYCHOLOGY.
Guiding questions for the student and the teacher:
1. What are your expectations for this class this semester?
2. Provide your own definition of psychology.
3. What are some of the most relevant and topical areas of psychology that are discussed today in the media and through art?
4. List and explain different perspectives, or facets, of psychology. What things do we study as part of psychology?
Definition of psychology: The science of behavior and mental processes. Psychology is less a set of findings than a way of asking and answering questions. In other words, it is more of a process, a practice than a set of facts and figures.
· Behavior is anything an organism does- any action we can observe and recall.
· Mental processes are the internal experiences we gather from our own behavior and that of others- these experiences are our sensations, perceptions, dreams, thoughts, beliefs and feelings.
Origins of psychology:
Psychology is a young science.
· Wilhelm Wundt (1832-1920): German scientist founded the first psychology laboratory in 1879, was a physiologist and philosopher, known as the father of psychology.
· Sigmund Freud (1856-1939): Austrian personality theorist and physician, known as the father of psychoanalysis.
o Psychoanalysis: The method of psychological therapy originated by Sigmund Freud in which free association, dream interpretation, and analysis of transference are used to explore repressed or unconscious impulses, anxieties, and internal conflicts, in order to free psychic energy for mature love and work.
· Carl Jung (1875-1961): Swiss psychiatrist. Although he was a theoretical psychologist and practicing clinician, much of his life's work was spent exploring other areas, including Eastern and Western philosophy, alchemy, astrology, sociology, as well as literature and the arts.
· Jean Piaget (1896-1980): Swiss psychologist remembered for his studies of cognitive development in children.
· William James (1842-1910): American philosopher, who along with Wundt is considered a founding father of psychology.
Psychology began as the science of mental life. Just over a century ago, the basic tool was introspection- self-examination of one’s own emotional states and mental processes. Wundt, for example, focused on inner sensations, feelings, and thoughts. Thus until the 1920s, psychology was defined as “the science of mental life.”
Why was psychology redefined?
Science is rooted in observation. We cannot observe sensation, feeling, thought, but you can observe people’s behavior and they respond to different situations.
Psychology’s current perspectives:
Perspectives / Focus / Sample QuestionsBiological
/ How the body and brain create emotions, memories, and sensory perception / · How do evolution and heredity influence behavior?· How are messages transmitted within the body? How is blood chemistry linked with moods and motives?
Behavioral / How we learn observable responses / · How do we learn to fear particular objects or situations?
· What is the most effective way to alter our behavior, say to lose weight or stop smoking?
Cognitive / How we process, store, and retrieve information / · How do we use information in remembering? Reasoning? Solving problems?
Psychoanalysis / How behavior springs from unconscious drives and conflicts / · How are personality traits and disorders disguising unfulfilled sexual and aggressive wishes and childhood traumas?
Sociocultural / How behavior and thinking vary across situations and cultures / · How are we- as Africans, Asians, Australians, or North Americans- alike as member of one human family? As products of different environmental contexts, how do we differ?
Psychology and Literature
Mrs. Malanka
Questions to ponder
Directions: In small groups discuss one of the following questions. Provide 2 or 3 responses to the question based on one or more of the following: 1) personal experience(s), 2) prior/existing knowledge or understanding on a particular subject, or a 3) book/novel/story/film you have read/seen. Write down your responses to the question, and next to it the basis, logic or reason(ing) for each response. For example, your basis might be a personal experience, your knowledge of a particular subject, or a book you read.
1. How do evolution and heredity influence behavior?
2. How do we learn to fear particular objects or situations?
3. What is the most effective way to alter our behavior, say to lose weight or stop smoking?
4. How do we use information in remembering? Reasoning? Solving problems?
5. How are personality traits and disorders related to (derived from or even disguising) our unconscious drives and early childhood/or experiences?
6. How are we- as Africans, Asians, Australians, or North Americans- alike as member of one human family? As products of different environmental contexts, how do we differ?
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