Argosy University, Chicago
The American School of Professional Psychology
History and Systems of Psychology, PP 7000
Fall 2008
Tuesdays 12:30pm-3:15pm
Andy Suth, Ph.D.
Office phone number: (312) 777-7697
Office Hours: T-Th*
E-mail: asuth@argosy.edu
*Please call to schedule an appointment
Teaching Assistant (T.A.): Olivia Chavez
T.A. e-mail:
T.A. phone number:
*Please call between 9:00am-9:00pm
Course Description:
This course provides a survey of the major philosophical, historical, and socio-cultural factors
that led to the development of the field of clinical psychology and the major theories within the
field. Emphasis is on presenting the key ideological controversies within the field, and
exploring how these controversies have developed. Students are expected to demonstrate an
understanding of how psychology through time has dealt with a number of core philosophical
issues and the range of perspectives that different psychological theories have taken on these
issues.
Course Objectives
 To provide students with a greater awareness and understanding of critical philosophical
issues addressed by major theories in psychology.
 To enable students to analyze psychological theories based on core assumptions made by
these theories and to evaluate the merit of each theory.
 To apply theory to current, relevant issues in the field.
 To understand the theoretical and ethical underpinning of schools of thought and one’s
own assumptions.
 To enhance the critical thinking skills of students so they will be able to meaningfully
compare and contrast different theories and demonstrate this skill both orally and in
written expression.
 To increase students’ appreciation for the socio-cultural and historical context in which
the theories developed.
 To increase students’ awareness of their own basic assumptions regarding human
behavior and how these assumptions affect their clinical approaches and interventions.
 To give students tools to continue to develop a model of change that is consistent with
theoretical assumptions.
Americans with Disabilities Act Policy
It is the policy of Argosy University to make reasonable accommodations for qualified students
with disabilities, in accordance with the Americans with Disabilities Act (ADA). If a student
with disabilities needs accommodations, the student must notify the Director of Student
Services. Procedures for documenting student disability and the development of reasonable
accommodations will be provided to the student upon request.
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Students will be notified by the Director of Student Services when each request for
accommodation is approved or denied in writing via a designated form. To receive
accommodation in class, it is the student’s responsibility to present the form (at his or her
discretion) to the instructor. In an effort to protect student privacy, the Department of Student
Services will not discuss the accommodation needs of any student with instructors. Faculty may
not make accommodations for individuals who have not been approved in this manner.
Library Resources
Argosy University’s core online collection features more than 21,000 full-text journals, 23,000
electronic books and other content covering all academic subject areas including Business &
Economics, Career & General Education, Computers, Engineering & Applied Science,
Humanities, Science, Medicine & Allied Health, and Social & Behavior Sciences. All electronic
resources can be accessed through the library’s website at www.auchicagolib.org. User IDs and
passwords are distributed during orientation, but can also be obtained at the circulation desk,
calling 312-777-7653, or by e-mail at auchilibrary@argosyu.edu.
In addition to online resources, Argosy University’s onsite collections contain a wealth of
subject-specific research materials searchable in the Library Online Catalog. Catalog searching
is easily limited to individual campus collections. Alternatively, students can search combined
collections of all Argosy University Libraries. Students are encouraged to seek research and
reference assistance from campus librarians.
Information Literacy: Argosy University’s Information Literacy Tutorial was developed to teach
fundamental and transferable research skills, including selecting sources appropriate for
academic-level research, searching periodical indexes and search engines, and evaluating and
citing information. In the tutorial, students study concepts and practice them through
interactions. At the conclusion of each module, they can test their comprehension and receive
immediate feedback. Each module takes less than 20 minutes to complete. Please view the
tutorial at http://library.argosyu.edu/infolit/
The Argosy University Statement Regarding Diversity
Argosy University prepares students to serve populations with diverse social, ethnic, economic,
and educational experiences. Both the academic and training curricula are designed to provide
an environment in which students can develop the skills and attitudes essential to working with
people from a wide range of backgrounds.
Academic Dishonesty/Plagiarism Statement
The University seeks to foster a spirit of honesty and integrity. Any work submitted by a student
must represent original work produced by that student. Any source used by a student must be
documented through normal scholarly references and citations, and the extent to which any
sources have been used must be apparent to the reader. The University further considers
resubmission of a work produced for one course in a subsequent course or the submission of
work done partially or entirely by another to be academic dishonesty. It is the student’s
responsibility to seek clarification from the course instructor about how much help may be
received in completing an assignment or exam or project and what sources may be used.
Students found guilty of academic dishonesty or plagiarism shall be subject to disciplinary
action up to and including dismissal from the University.
Program Outcomes: The Doctoral program in Clinical Psychology at Argosy University
Chicago Campus is an APA accredited program (APA, 750 First St. NE, Washington, DC
20002, 202-336-5500). This program is designed to educate and train students so that they may
eventually be able to function effectively as clinical psychologists. To ensure that students are
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prepared adequately, the curriculum provides for the meaningful integration of theory, training
and practice. The Clinical Psychology program at Argosy University Chicago Campus
emphasizes the development of attitudes, knowledge, and skills essential in the formation of
professional psychologists who are committed to the ethical provision of quality services.
Specific objectives of the program include the following:
 Goal 1: Prepare professional psychologists to accurately, effectively, and ethically select,
administer, score, interpret, and communicate findings of appropriate assessment
methods informed by accepted psychometric standards and sensitive to the diverse
characteristics and needs of clients.
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o Objective 1a: Accurately and ethically administer and score various
psychodiagnostic instruments.
o Objective 1b: Accurately interpret and synthesize assessment data in the context
of diversity factors, referral questions, and specific objectives of the assessment,
and organize and communicate results in writing and orally.
o Objective 1c: Examine psychometric properties of psychological assessment
instruments, and use that knowledge to evaluate, select, administer, and interpret
psychological tests and measures appropriate for the client, the referral question,
and the objectives of the assessment.
Goal 2: Prepare professional psychologists to select, implement, and evaluate
psychological interventions consistent with current ethical, evidence-based, and
professional standards, within a theoretical framework, and with sensitivity to the
interpersonal processes of the therapeutic relationship and the diverse characteristics and
needs of clients.
o Objective 2a: Synthesize the foundations of clinical psychology, including
psychopathology, human development, diagnosis, diversity, ethics, and various
therapeutic models in clinical applications.
o Objective 2b: Select, plan, and implement ethical and evidence-based
interventions with sensitivity to the diverse characteristics and needs of clients.
o Objective 2c: Demonstrate knowledge, skills, and attitudes to effectively
implement and participate in psychological consultation and supervision.
Objective 2d: Demonstrate personal development and self-reflective capacity,
including growth of interpersonal skills, and therapeutic relationships.
Goal 3: Prepare professional psychologists to analyze the complexity and
multidimensionality of human diversity, and demonstrate the knowledge, skills, and
attitudes necessary to understand diverse worldviews and the potential meaning of social,
cultural, and individual differences for professional psychological services.
Goal 4: Prepare professional psychologists to examine the historical context and the
current body of knowledge of biological, cognitive, affective, developmental, and social
bases of human functioning.
Goal 5: Prepare professional psychologists to critically evaluate the current and evolving
body of scholarly literature in psychology to inform professional practice.
Assignments:
1. Initial Statement of Personal Ethos (5% of total grade). For the second week of class,
write a brief personal statement regarding your beliefs about human nature, how people change
and your personal values. (See handout for additional details.)
2. Final Paper Draft (10% of total grade). The goal of this paper is to help you gain
experience in integrating the course texts we have read with your topic and learning how to use
course texts in formulating an argument, as well as to give you some preliminary feedback on
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writing which may ultimately form part of your final paper. Rigorous arguments, hypotheses,
and critical analyses are best formulated in the presence of feedback and with adequate
reflection. This assignment starts that process for the students.
3. Peer Editing Assignment (10% of total grade). Students are often able to help each other
with their work in uniquely skilled ways. Students not only learn from each others’ mistakes but
also from working together to understand an argument. For these reasons, you will engage in
peer-editing on the rough draft of your final paper. I will assign you to groups of three or four.
You will exchange papers with the members of your group via e-mail by noon the previous
week. In addition, copy the Teaching Assistant on the e-mail distributing your paper to your
group, so that we can confirm that everyone received the papers in a timely fashion. In the next
two days, before the next class meeting, you will read and write extensive marginal comments
on each of the papers you have received, as well as write a summary comment of at least one
paragraph on each paper. You will bring two copies of each of the papers with comments on
them to class. In class on that date, each group member will give oral feedback to each other
group member, and will receive feedback on his or her work. You will turn in one copy of each
paper you have commented on to me, so that we may assess your comments, and you will return
the other copy of the paper to the author so that they may incorporate your comments into the
draft of their paper due the following week. You are expected to incorporate the peer feedback
you receive into the next draft of your paper; failure to do so may lead to a reduction in your
grade on the paper. Late papers will not be accepted, in deference to your peers’ needs to have
adequate time to read and comment on your paper. Papers not received by noon on this day will
be excluded from the peer editing process and the author will receive a 0 for that portion of
his/her course grade. Failure to attend class on this day to give and receive feedback, even if
you have submitted written feedback to your peers, will result in a 0 being assigned for this
portion of your grade, barring truly exceptional circumstances documented in writing by a
physician or other authority.
4. Midterm Presentation (25% of total grade)
This is to be a 15 minute presentation on a non-western, multi-cultural, or diversity issue underrepresented or under-integrated in western, US, APA psychology. Please discuss and get
approval from the course faculty for this assignment. Presentations will include at least 3 forms
of media (handouts, powerpoint, video clips, etc), and will include APA citations and references
for the entire class. You can address one of the broad philosophical questions posed in this
class as it relates to a current clinical application, clinical controversy, international psychology
or philosophical or applied multi-culturalism. Please set up an appointment with faculty by
the third week of class to discuss your topic ideas and for assistance with organization and
potential sources.
This presentation will be graded based on four criteria:
1) Presentation: style, organization, relevance, citations, types and forms of media?
2) Argument: Do you state your position clearly, support it with adequate evidence and present
both sides of the argument (argument and counter-argument) in an even-handed way?
3) Socio-Cultural-Historical Context- Do you demonstrate an understanding of the historical,
social and political context of the positions taken on this issue?
4) Value- Do you demonstrate an understanding of the impact this issue has on the science and
practice of psychology/psychotherapy?
5. In-Class Debate (10% of total grade). Details will be provided about this in class.
6. In-Class Exercise (10 of total grade). Details will be provided about this in class.
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7. Final paper (due at the beginning of class, 30% of total grade)
This is to be an 10-12 page paper, double-spaced, in APA style. Take the current issue within
the field of psychology. Now think of the “ancestors” of this position. In other words, what are
the origins of the ideas used by people on each side of this issue to support their position? What
theories within the discipline do the positions you’re describing draw upon? Follow the history
of these ideas back and trace their antecedents back to the important debates that have been
outlined in class that you described in the fourth part of your midterm paper. Describe both sides
of that philosophical debate in detail, and make explicit in what ways it is like and unlike the
clinical controversy you are describing. Use the arguments for and against the different sides of
the philosophical debate to shed light on the arguments for and against the clinical debate. To
achieve this, you must use class readings. Additional details about this assignment will be
provided in class.
In this paper, you should address the following:
1) Explication of your central thesis: a) State the issue you have chosen to discuss. Define
the basic tenants related to this particular issue. What are the primary “sides” or ideas of
the issue? As a useful guideline, if within the introduction you have not constructed a
sentence that reads, “I shall argue that {fill in the blank},” you are probably not being
explicit enough.
2) Defense of your central thesis: Provide a carefully constructed and systematic rationale
for your position on the issue. Cite your reasons for taking this position and the evidence
(from the literature) that supports your position. The evidence should incorporate your
understanding of the historical/socio-cultural/biographical context of the issue. Provide
as convincing a defense of your thesis as you can. Then, address the weaknesses of the
arguments you have just made in support of your position. Analyze your position in
terms of its strengths and weaknesses; in other words, provide a balanced evaluation of
the position you have chosen. The number of citations is not predetermined and should
consist of the number needed to analyze your position well.
3) Presentation of opposing views: Describe the position(s) others have taken on this issue
that differ from your own. (This may include a range of disciplines, not just psychology
or philosophy.) Cite their reasons for taking the position they do and the evidence that
supports their position on the issue. How do the socio-cultural (and, if relevant,
biographical) context(s) influence why these authors held their particular beliefs or put
forth their particular theories when and how they did so? Then describe the weaknesses
of the arguments they make. Provide a balanced evaluation of the strengths and
weaknesses of their position.
4) Identify the broader philosophical question that you believe is implicated in this debate.
Identify the authors we have read in the course who address the broader philosophical
question implicit in your clinical controversy, and briefly describe how the sides of the
controversy you are writing about correspond to the sides of that philosophical debate.
This section will be expanded upon in your final paper.
5) What are the implications of your position for the theory and practice of clinical
psychology? In particular, how might your own clinical and intellectual work be
influenced by the position you have chosen to take? Be as specific as possible.
Class Participation
Class participation will comprise ten percent of your course grade. You are expected to have
completed all of the assigned readings for each class meeting and to be prepared to discuss these
readings. As a rough guide, if you have not spoken at least once during each half (pre- and postbreak) of each class (twice during each class meeting), your class participation grade may suffer.
Your class participation grade will be based not only on the frequency with which you make
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contributions to class discussion, but also on how well you demonstrate an understanding of the
assigned material and on the thoughtfulness, clarity and relevance of your comments.
At various times, additional assignments may be made, including, for example, the submission
prior to attending class of questions regarding the readings. Such assignments will be graded on
a check/no check (completed/not completed) basis, and will contribute to your class
participation grade. Such assignments will not be accepted late.
Grades
Your performance in this course will be based upon the assignments described above and class
participation. Final grades will be determined as follows:
Ethos Statement: 5%
First Draft: 10%
In-Class Debate: 10%
In-Class Exercise: 10%
Peer editing: 10%
Midterm Presentation: 25% of total grade
Final paper: 30%
Grading is assigned based on the following system, as per school policy:
A: 94 to 100 points
A-: 90 to 93points
B+: 86 to 89 points
B: 83 to 85 points
B-: 80 to 82 points
C: 79 points or below
Students are expected to attend class except in the case of emergencies. This class will move
quickly and missing class will not only put you at a disadvantage but will represent potential
gaps in your ability to achieve the objectives of the course. Two absences that are not due to
extraordinary circumstances will result in failure or permission to withdraw form the course. All
assignments are to be handed in by the designated deadlines. Ten percent of the assignment’s
grade (e.g. ten points out of 100) will be deducted for each day or portion thereof a class
assignment is late.
All written work is to be double-spaced, in 12 point font, with one inch margins, following APA
format. Please edit and proofread your work before submitting it; quality of written expression
will contribute to your grade on the paper. Direct quotations and paraphrases MUST be
accompanied by a citation indicating the page number on which the quotation appears in the
original text.
REQUIRED TEXTS:
Title
A History of Psychology: Main currents in psychological
thought
Author(s) Leahey, T.H.
Copyright 2004
Publisher Upper Saddle River, NJ: Prentice Hall
ISBN
0-13-111447-6
Edition
6th
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Title
Author(s)
Copyright
Publisher
ISBN
Edition
The Philosophical Quest: A Cross-Cultural Reader
Presbey, Gail M., Struhl, Karsten J., and Olsen, Richard E.
(eds.)
2002
McGraw Hill
0-07-289867-4
Second
The Philosopher’s Toolkit: A Compendium of Philosophical
Concepts and Methods
Author(s) Baggini, Julian & Fosl, Peter
Copyright 2002
Publisher Blackwell Publishers
ISBN
0631228748
Edition
1st
Title
Title
Author(s)
Copyright
Publisher
ISBN
Edition
The Grand Inquisitor
F. Dostoevesky
2007
Book Jungle
1604244577
1st
RECOMMENDED TEXTS:
Title
Author(s)
Copyright
Publisher
ISBN
Edition
The Philosophers: Introducing Great Western Thinkers.
Honderich, Ted (editor)
2001
Oxford University Press
978-0192854186
Title
Author(s)
Copyright
Publisher
ISBN
Edition
Even the Rat was White: A Historical View of Psychology.
Guthrie, Robert
2001
Prentice Hall
006-042561X
2nd
Articles and Excerpts
These are required, not optional. Most of them are available electronically. To obtain ones
available online, open the electronic version of the syllabus I sent you, and copy the link (using
the “Copy” and “Paste” functions under the “Edit” menu at the top of your screen) into the
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address window of your browser. To obtain the articles identified by EBSCO links, go to the
Argosy Chicago library website (http://www.auchicagolib.org), click on “Psychology,” click on
“PsychInfo,” enter the appropriate password (available from the library, but accessible from off
campus), select PsychInfo and/or other databases, and copy the link provided on the syllabus
into the address window of your browser. A few of the articles are not available on line or from
EBSCO, and I shall send you copies of most of those via e-mail. A very few exist in no
electronic form at all (e.g. excerpts from books); copies of those will be on reserve in the library.
It is your responsibility to let me know well before coming to class if you are having trouble
getting the readings; inability to download a file the night before class meets is not an acceptable
reason for being unprepared. (My suggestion: print out all the readings in week 1, and then
you’ll have them when you need them.) The readings (including potentially readings from the
textbooks) may be available through electronic course reserve, via the Argosy library website;
consult the library for additional information about this option.
TOPICS AND READING ASSIGNMENTS
Week I: Introduction, and Why Study Philosophy of Science?
Leahy: Ch. 1& 2
Rychlak, J. F. 2000. “A Psychotherapist’s Lessons From the Philosophy of Science.” American
Psychologist, 55(10), 1126-1132. EBSCO link:
http://search.epnet.com/login.aspx?direct=true&db=pdh&an=amp55101126
Mahrer, A. R. 2000. “Philosophy of Science and the Foundations of Psychotherapy.” American
Psychologist, 55(10), 1117-1125. EBSCO link:
http://search.epnet.com/login.aspx?direct=true&db=pdh&an=amp55101117
Week II: Ethos Statement due. Problems In and With Philosophy of Science
Leahy: Chs. 4 & 5
Presbey: Pierce (pp. 71-77)
Feyerabend (pp. 77-83)
Harding (pp. 84-95)
Wong (pp. 477-483)
Kuhn, Thomas. 1970. The Structure of Scientific Revolutions, (2d edition). Chicago: Univ. of
Chicago Press. Chapter 2 (pp. 10-22). ON RESERVE
Lightman, Alan and Gingerich, Owen. 1991. "When Do Anomalies Begin?" Science, 255, 69095. I shall e-mail this to you.
Stolorow, Robert and Atwood, George. 1979. Faces In A Cloud: Subjectivity In Personality
Theory. New York: Jason Aronson. Chapter 1 (pp. 15-46). ON RESERVE
Wolff, Larry. 1988. Postcards from the End of the World: Child Abuse in Freud’s Vienna. New
York: Atheneum. Introduction (pp. 3-6). ON RESERVE
Week III: Classical Origins and the Beginning of Questions about Truth/Reality
In class example: case presentation
Presbey: Plato “The Parable of the Cave” (pp. 15-18)
Arrendt “The Value of the Surface” (pp. 19-25)
Aristotle: Excerpts from Book II of De Anima (Ca. 330 B.C.) Book II, chapters 2, 3, 5, and 6
ONLY, plus last two paragraphs of chapter 1. Available on line at:
http://psychclassics.yorku.ca/Aristotle/De-anima/de-anima2.htm
Dostoevsky, F. (2007) The Grand Inquisitor
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Recommended:
Weston, Anthony. (2001). A Rulebook for Arguments (3rd ed). Indianapolis: Hackett Publishing
Company.
Pryor, Jim. (2006). “Guidelines on Writing a Philosophy Paper.” Available on line at:
http://www.jimpryor.net/teaching/guidelines/writing.html
Week IV: Functionalism and American Pragmatism
In class example: The Vote
Leahy: Ch. 6 & 7
Wundt, Wilhelm. 1897/1902. Excerpt from Outlines of Psychology. Sections 1 and 3 of
Introduction ONLY. Available on line at: http://psychclassics.yorku.ca/Wundt/Outlines/
James, William. 1892. “The Stream of Consciousness.” Chapter XI of Psychology. Available on
line at: http://psychclassics.yorku.ca/James/jimmy11.htm
Dewey, John. 1896. "The Reflex Arc Concept in Psychology." Available on line at:
http://psychclassics.yorku.ca/Dewey/reflex.htm
Week IV: The Unconscious and Psychoanalysis
In class example: The Ethics of unconscious motivation
Leahy: Ch. 8
Ricoeur, Paul. 1977. “The Question of Proof in Freud’s Psychoanalytic Writings.” Journal of the
American Psychoanalytic Association, 25, 835-871. Available via PEP on the
University Library website; I shall also e-mail it to you.
Ellenberger, Henri F. 1981. The Discovery of the Unconscious. New York: Basic Books. (pp.
489-500) ON RESERVE
Shevrin, H. & Dickman, S. 1980. “The Psychological Unconscious: A Necessary Assumption
for All Psychological Theory?” American Psychologist, 35(5), 421-434. EBSCO link:
http://web.ebscohost.com/ehost/detail?vid=4&hid=22&sid=d3ca1c18-6666-46b7-a7fd81834b32c907%40sessionmgr9
Williams, Linda M. (1994). “Recall of Childhood Trauma: A Prospective Study of Women’s
Memories of Child Sex Abuse.” Journal of Consulting and Clinical Psychology, 62 (6),
1167-1176. EBSCO link:
http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=9501101140&site=eh
ost-live
Loftus, Elizabeth F., Garry, Maryanne, & Feldman, Julie. (1994). “Forgetting sexual trauma:
What does it mean when 38% forget?” Journal of Consulting and Clinical Psychology,
62 (6), 1177-1181. EBSCO link:
http://web.ebscohost.com/ehost/detail?vid=5&hid=22&sid=d3ca1c18-6666-46b7-a7fd81834b32c907%40sessionmgr9
Week VI:
Dualism and the Mind/Body Problem, The Self, and The Creation of Consciousness
Presbey: Descartes “Meditations” (pp. 293-298)
Berkeley “Subjective Idealism” (pp. 28-41)
Hume “Personal Identity” (pp. 298-300)
Parfit “Divided Minds and the ‘Bundle’ Theory of Self (pp. 317-322)
Frondizi “Dynamic Unity of the Self” (pp. 323-333)
Zohar, D. (1990). The Quantum Self. New York: Morrow (Chapter 7) – on reserve
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Week VII: Behaviorism, Free Will and Determinism
In Class Example: neuropsychology and the issue of self-determinination
Leahy Ch. 11
Presbey: Schlick “Freedom And Responsibility” (pp. 388-393)
Hospers, “Free Will and Psychoanalysis” (pp. 394-402)
Holmstrom, “Firming Up Soft Determinism” (pp. 402-411)
Skinner, B.F. 1990. "Can Psychology Be a Science of Mind?" American Psychologist, 45 (11),
1206-1211. EBSCO link:
http://search.epnet.com/login.aspx?direct=true&db=aph&an=9103042480
Sappington, A. A. 1990. “Recent Psychological Approaches to the Free Will Versus
Determinism Issue.” Psychological Bulletin, 108:1, 19-29. EBSCO link:
http://search.epnet.com/login.aspx?direct=true&db=pdh&an=bul108119
Gruba-McCallister, F. P. 1991. “Behaviorism and Existentialism Revisited: Further
Reflections.” Journal of Humanistic Psychology, 31(1), 75-85. I shall send this to you
electronically.
Week VIII: The Enlightenment, Utilitarianism, Human Nature and the Concept of the Person
Debate: What is this self? Is it real? Where is it? What happened to the modern self
in the post-modern world?
Leahy: Ch. 12
Presbey: Hobbes “Human Nature As Competitive” (pp. 217-221)
John Stuart Mill “Utilitarianism” (pp. 432-437)
Sartre “There Is No Human Nature” (pp. 234-241)
Rychlak, Joseph F. 1969. “Lockean vs. Kantian Theoretical Models and the ‘Cause’ of
Therapeutic Change.” Psychotherapy: Theory, Research and Practice. 6: 4, 214-222.
Reprinted in Miller, The Restoration of Dialogue. ON RESERVE
Gergen, K. J. (1992). The decline and fall of personality. Psychology Today, 25:6, 58EBSCO Address: http://search.epnet.com/direct.asp?an=9211300846&db=afh
64.
Cushman, P. (1990). “Why the self is empty: Toward a historically situated psychology.”
American Psychologist, 45(5), 599-611. EBSCO link:
http://search.epnet.com/login.aspx?direct=true&db=pdh&an=amp455599
Week IX:
Midterm Presentations
Week X: Gestalt Psychology, Consciousness, and the problem of the present: In Class Debate
Köhler, Wolfgang. 1959. “Gestalt Psychology Today.” American Psychologist, 14, 727-734.
Available on line at: http://psychclassics.yorku.ca/Kohler/today.htm
Searle, J. R. 2000. “Consciousness.” Annual Review of Neuroscience, 23, 557-578. EBSCO
link: http://search.epnet.com/login.aspx?direct=true&db=aph&an=5365383
Rychlak, J. R. 1986. “The logic of consciousness.” British Journal of Psychology, 77, 257-267.
EBSCO link: http://search.epnet.com/login.aspx?direct=true&db=aph&an=5695931
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Week XI: Darwin and Method
Leahy: Ch. 13
Darwin, Charles. 1859. On the Origin of the Species by Means of Natural Selection. New York:
Appleton. Introduction and Chapter 3, available on line at:
http://human-nature.com/darwin/origin/introduction.htm (Introduction)
AND http://human-nature.com/darwin/origin/chap3.htm (Chapter 3).
Richards, Robert J. 1983. “Why Darwin Delayed, or Interesting Problems and Models in the
History of Science.” Journal of the History of the Behavioral Sciences, 19, 45-53.
Reprinted in Benjamin, L. A History of Psychology: Original Sources and Contemporary
Research. ON RESERVE.
Shields, S. A. 1975. “Functionalism, Darwinism, and the Psychology of Women: A Study in
Social Myth.” American Psychologist, 30, 739-754. Available on line at:
http://psych.la.psu.edu/shields/index.html (Click on “Publications,” then click on the
oldest one- all the way at the bottom of the page.)
Cosmides, Leda and Tooby, John. 1999. “Toward an Evolutionary Taxonomy of Treatable
Conditions.” Journal of Abnormal Psychology, 108 (3), 453-464. EBSCO link:
http://search.epnet.com/login.aspx?direct=true&db=aph&an=2282466
Week XII: Humanism, Existentialism, Phenomenology, The Problems of Evil & Suffering, &
Ethics
Leahy: Ch. 14
Jennings, Jerry. 1986. “Husserl Revisited: The Forgotten Distinction Between Psychology and
Phenomenology.” American Psychologist, 41, 1231-1240. EBSCO link:
http://search.epnet.com/login.aspx?direct=true&db=pdh&an=amp41111231
May, Rollo. 1982. “The Problem of Evil: An Open Letter to Carl Rogers.” Journal of
Humanistic Psychology, 22, 10-21. I shall send this to you via e-mail.
Rogers, Carl. 1982. “Reply to Rollo May’s Letter to Carl Rogers.” Journal of Humanistic
Psychology, 22, 85-89. Reprinted in Miller, The Restoration of Dialogue. ON
RESERVE.
Walker, Janet. 2000. “Choosing Biases, Using Power and Practicing Resistance: Moral
Development in a World without Certainty.” Human Development, 43, 135-156. EBSCO
link: http://search.epnet.com/login.aspx?direct=true&db=aph&an=11375733
Medieval Philosophy, the Renaissance, and Faith vs. Reason
Week XIII:
Spiritual, Religious and Secular: Ways of Interpreting Meaning
Presbey: Flew “Theology and Falsification” (pp. 133-135)
Freud “A Philosophy of Life” (pp. 135-139)
Marx & Engels “Critique of Religion” (pp. 160-64)
AC. Ewing Proofs of God’s Existence, p.128-132
Miller, W. R. & Thoresen C. E. (1999). Spirituality and Health. In W. R. Miller (Ed.)
Integrating Spirituality into Treatment, Washington, D.C.: APA (3-18). (packet)
Geertz, Clifford. 1973. "Religion As A Cultural System," in The Interpretation of Cultures:
Selected Essays. New York: Basic Books. Available on line at:
http://www.iwp.uni-linz.ac.at/lxe/sektktf/GG/GeertzTexts/Religion_System.htm
Week XIV:
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Dualism and the Mind/Body Problem, The Self, and The Creation of Consciousness
Presbey: Descartes “Meditations” (pp. 293-298)
Berkeley “Subjective Idealism” (pp. 28-41)
Hume “Personal Identity” (pp. 298-300)
Parfit “Divided Minds and the ‘Bundle’ Theory of Self (pp. 317-322)
Frondizi “Dynamic Unity of the Self” (pp. 323-333)
Zohar, D. (1990). The Quantum Self. New York: Morrow (Chapter 7) – on reserve
Week XV:. Postmodernism
Faulconer, James and Williams, Richard. 1985. "Temporality in Human Action: An Alternative
to Positivism and Historicism." American Psychologist, 40, 1179- 88.
EBSCO link:
http://search.epnet.com/login.aspx?direct=true&db=pdh&an=amp40111179
Martin, J. & Sugarman, J. 2000. “Between the Modern and the Postmodern: The Possibility of
Self and Progressive Understanding in Psychology.” American Psychologist, 55(4), 397406. EBSCO link:
http://search.epnet.com/login.aspx?direct=true&db=pdh&an=amp554397
Smith, M. B. 1994. “Selfhood at Risk: Postmodern Perils and the Perils of Postmodernism.”
American Psychologist, 49(5), 405-411. EBSCO link:
http://search.epnet.com/login.aspx?direct=true&db=pdh&an=amp495405
Gergen, K. 2001. “Psychological Science in a Postmodern Context.” American Psychologist,
56(10), 803-813. EBSCO link:
http://search.epnet.com/login.aspx?direct=true&db=pdh&an=amp5610803
Honey, M. (1987). “The interview as text: Hermeneutics considered as a model for analyzing the
clinically informed research interview.” Human Development, 30, 69-82. ON
RESERVE.
Howard, George. 1985. “The Role of Values in the Science of Psychology.” American
Psychologist, 40(3), 255-265. EBSCO link:
http://search.epnet.com/login.aspx?direct=true&db=pdh&an=amp403255
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Additional Recommended Readings:
These texts may be potential sources for your papers or may be resources if you find that you
would like to do additional reading in a particular area addressed in the class.
Brennan, J.F. (1998). History and systems of psychology. Upper Saddle River, NJ: Prentice
Hall.
Chalmers, D. (1996). The conscious mind. New York: Oxford University Press.
Davies, P. (1995). About time: Einstein’s unfinished revolution. New York: Simon & Schuster.
Dennett, D. (1991). Consciousness explained. Boston: Little Brown.
Dobbs, B.J.T. & Jacob, M.C. (1995). Newton and the culture of Newtonianism. Atlantic
Highlands, NJ: Humanities Press.
Ellenberger, H.F. (1970). The discovery of the unconscious. NY: Basic Books.
Epstein, S. (1994). Integration of the cognitive and psychodynamic unconscious. American
Psychologist, 49 (8), 709-724.
Flanagan, O. (1992). Consciousness reconsidered. Cambridge, MA: MIT Press.
Flew, A. (1979). A dictionary of philosophy (2nd ed.). New York: St. Martin’s Press.
Lakoff, G. & Johnson, M. (1997). Philosophy in the flesh: The embodied mind and its
challenge to Western thought. NY: Basic Books.
Mandik, P. (2001). Mental representation and the subjectivity of consciousness. Philosophical
Psychology, 14 (2).
McGinn, C. (1997). The character of mind (2nd ed.). Oxford: Oxford University Press.
Miller, R. B. (Ed.) (1992). The restoration of dialogue: Readings in the philosophy of clinical
psychology. Washington, D.C.: APA.
Palmer, J.S. (2002). The living clock. Oxford: Oxford University Press.
Rohmann, C. (1999). A world of ideas: A dictionary of important theories, concepts, beliefs and
thinkers. New York: Ballantine Books.
Rychlak, J. (1979). Discovering free will and personal responsibility. New York: Oxford Press.
Rychlak, J.F. (1981). Introduction to personality and psychotherapy, 2nd edition. Boston:
Houghton Mifflin.
Rychlak, J. (1988). The psychology of rigorous humanism (2nd ed.) New York: NYU Press.
Searle, J. (1992). The rediscovery of the mind. Cambridge, MA: MIT Press.
Shear, J. (Ed.) (1997). Explaining consciousness – the “hard problem”. Cambridge, MA: MIT
Press.
Slife, B.D. (1993). Time and psychological explanation. Albany: State University of New York
Press.
Zohar, D. (1990). The quantum self. NY: Morrow.