Person in Psychological Context

Person In Psychological Context

PSY220, Summer 2015-16

Instructor: Dr. J. P. Gerber

To learn about me, click here

E-mail:

Office hours: MF 10:30-11:15, 12:30-2, T 8:30-10

Office Phone: x4821

Class Time and Place

MWF 9:10-10:10, Jenks 211

Texts:

Gleitman, H., Gross, J., & Reisberg, D. (2010). Psychology (8th Edition). New York, NY: W. W. Norton.

Suggested reading:

Jeeves, M. A. (1976). Psychology & Christianity: The View Both Ways. Downers Grove, IL: IVP.

Van Leeuwen, M. S. (1982). The sorcerer’s apprentice: A Christian Looks At The Changing Face of Psychology. Downers Grove, IL: IVP.

Myers, D.G., & Jeeves, M.A. (2003). Psychology through the Eyes of Faith(2nd ed.).

San Francisco, CA: Harper.

Course Objectives

The psychologist’s view of human nature is captured in a series of metaphors, all of which cannot be held concurrently. Some of the metaphors are: to think of humans as animals, to think of humans as computers, or to think of us as driven by unconscious desires. This class introduces these metaphors and helps you to explore your own view of the human. We will examine key evidence for each of the metaphors, and also explore their theoretical underpinnings. Throughout the course I will be encouraging you to think deeply about which metaphors you currently hold and how they fit with your faith. How you view humans, how empathic you feel towards them, whether you want to relate to them, and whether you trust them, are all views that are influenced by the psychological metaphors you use for human nature.

I believe the key contribution of psychology to understanding human nature is psychology’s desire and ability to test ideas about human behavior. While other social sciences are excellent at describing and thinking clearly about aspects of humanity, psychology’s key role is to put ideas about human nature to the test. As such, we will be endeavoring to understand the key evidence for each of the metaphors psychology uses. Given psychology’s considerable success in influencing humanity’s view of itself, we need to know which metaphors have sufficient evidence. We will examine key studies in psychology in order to understand what constitutes reasonable proof in psychology.

Beyond understanding what psychology actually knows, we need to understand the implications of psychological research for our faith and our lives. We will be exploring how psychology can be used to help us live well, or in contrast, to live badly.

We may touch on many other issues including how psychology can be used in your local church, Christians & mental health, whether prayer works or not, differences between believers and nonbelievers, Christian therapy, & moral development. If I don’t address questions like this that interest you, email or ask me. The suggested reading list will help you think through some of these issues as well.

I am fascinated by the insights into human nature provided by psychology and find myself continually interested in the way God has created us. Any course in psychology should show us curious little facts that can be applied in everyday life. How do you get messy people to clean up? What are the best things to talk about when you meet someone? How can you study better?

Objectives:

This course meets the Human Person core thematic requirement. As a result, it addresses certain general objectives.

What does it mean to be human? In this core course, I will address issues of humanness from various perspectives designed to help us (a) emphasize our God-likeness and our limitations and (b) understand societal, biological, and cultural influences on us.
How can one think about human nature? I hope that exploring and critiquing various theories will help you to identify and critique your own and broaden your perspectives. Psychological and biblical ways of knowing are complementary and dynamically interrelated. I hope that you will begin to develop a Christian world-view that integrates psychological knowledge and faith, and that you will begin to see psychological knowledge as part of God's revelation.
What implications does one’s perspective have for their human understanding? These theories describe ways we know the world and shape our understanding. I hope to broaden your perspectives and to sharpen your understanding of the strengths and limitations that we each bring into new contexts.
What understandings of humanness are embedded in various spheres of contemporary life and culture? America’s current context of individualism shapes our perceptions, motivations, and emotions and how these get expressed in social contexts, shaping in turn our service to God. Together we will study the abilities that humans have, as presented by the text; in class discussion and readings, we will explore how these abilities have been shaped by the particular ideas dominant in the context in which we live. We will also explore cross-cultural understandings of social behavior and development, as a further way of contextualizing our own experience.

In addition, as a required course for psychology majors, this course meets further objectives.

What is psychology? This course is based on a standard psychological textbook, one of the most widely used textbooks in the country. You will receive a solid introduction to psychology that will stand you in good stead, however you choose to use it. This course is not meant to answer all your questions or to be comprehensive. Develop your own questions and struggle to understand causes/relationships for yourself. Toward this end, feel free to raise questions either by email or in class.
What are its potentials and limitations? At the end of this course, you should be able to distinguish psychological from theological explanations. You should better understand why psychology is important and what questions it can and cannot answer.
What is the role of theory, research, and clinical practice in psychology, and what is the role of psychology in everyday experience? You should, at the end of this course, know the major theories of psychology (and what a theory is), have developed a good basis for understanding research questions and clinical practice, and be able to reframe everyday questions in psychological terms.

Evaluation:

Your grade is based on three exams (150 points each), a paper (worth 150 points on its second submission), five discussions (each worth 15 points, 30 if you are leading), and attendance/participation (maximum 30 points). Exams consist of short answer (primarily multiple choice) questions and short essay questions.

Papers. Prepared questions will be given in class. If you wish to choose a different topic, it must be discussed with me early on, and you must have my approval. As per department standards, the final paper should be in APA format and should include at least two references ( cited both in the paper and in a reference list.

The first submission should be roughly 5-6 pages long, meet the criteria listed above, and be proofread (the writing center can help with this by appointment in Jenks). I am happy to meet with you to review your paper ahead of time.

Papers will be graded for basic correctness of spelling, grammar, and general coherence, overall structure and flow of ideas, using at least two psychological concepts reasonably, APA references and format, and conceptual sophistication. Marking guidelines for individual paper topics will be discussed in class.

Discussions:Although most of the class is asynchronous, we will have some online sessions where everyone can chat together. These will take place at 9am in the morning, and will last 45 minutes. Readings for each discussion will be posted on Blackboard.

Discussion 1- Visual illusions

Discussion 2- The mind-body problem

Discussion 3- Study tips

Discussion 4 - Solving social dilemmas

Discussion 5- Christian views of therapy

Outside Readings:

You are responsible for completing the readings before class. You may find it helpful to copy it and bring it to class. Please do this if you are leading the discussion.

You may find the student web site for the textbook helpful in preparing for exams. This website is located at the following address:

You may also find an earlier edition of Gleitman available for purchase on campus. If you use an earlier edition, you are responsible for anything covered in the current edition. Please be sure to compare the editions and note any differences, particularly differences in the way the chapters are numbered.

Accommodations Statement:

Students with disabilities who need academic accommodations are asked to speak with the instructor within the first two weeks of class. Students are also responsible for making sure that documentation of the disability is on file in the Academic Support Center. See Ann Seavey, Jenks 412, x4746. Failure to register in time with the leader and the ASC may compromise our ability to provide the accommodation.

Attendance:

Regular attendance is expected and attendance is taken. If you miss a class, you are responsible for class material and announcements. If you are sick on exam day, notify me by phone or emailbefore the exam. You must also get a note from the Health Center.

Academic Dishonesty Statement:

Academic dishonesty is regarded as a major violation of both the academic and spiritual principles of this community and may result in a failing grade or suspension. Academic dishonesty includes plagiarism, (see Plagiarism in Student Handbook), cheating (whether in or out of the classroom), and abuse or misuse of library materials when such abuse or misuse can be related to course requirements.

Course Schedule*

Date / Topic / Chapter / Assessments due
16-May / Introduction + What is Psychology? / Ch. 1
Critical thinking & logic & research methods
17-May / The gene machine / Ch. 2
The gene machine 2
18-May / Neurobiology / Ch. 3
The mind is a computer
19-May / The sense systems / Ch. 4
Perception / Ch. 5
20-May / Discussion: visual illusions
23-May / Consciousness 1 / Ch. 6
Consciousness 2
Discussion: mind body + exam tips
24-May / Behaviorism: The black box metaphor / Ch. 7
Learning practical
25-May / Exam 1
26-May / Memory systems / Ch. 8 / Paper topic due
Thinking / Ch. 9
Discussion: thinking clearly & study tips
27-May / Language / Ch. 10
The thinking animal metaphor
31-May / Intelligence exercise / Ch. 11
Defining Intelligence
Conceptualizing Intelligence
1-Jun / The criteria for motivation / Ch. 12
Emotion
2-Jun / Review
Exam 2
3-Jun / Social psychology / Ch. 13
Social psychology II
Discussion: solving social dilemmas
Ch. 14 / Draft paper due
6-Jun / Development
Development cont.
7-Jun / Personality / Ch. 15
Psychoanalysis: The metaphor of hidden motives
8-Jun / Psychopathology / Ch. 16
Psychopathology II
9-Jun / Treatment / Ch. 17
Treatment II
Discussion: Christian perspectives on treatment
10-Jun / Review & final exam
13-June / Final paper due

*Readings annotated by a “Ch. #” are readings from Psychology.

--Exam 3, Monday May 9, 2:30-4:30pm--