History and Systems of Psychology, PP7000
Summer, 2010
Study Abroad
Mark Kiel, Psy.D., C.G.P.
Torrey Wilson, Ph.D.
INSTRUCTOR:
Mark Kiel, Psy.D., C.G.P.
Torrey Wilson, Ph.D
PHONE:
K: (312) 777-7671
W: (312) 777-7616
EMAIL:
mkiel@argosy.edu
twilson@edmc.edu
FAX:
ALT PHONE:
n/a
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
Title
Author(s)
Copyright
Publisher
ISBN
Edition
Title
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
2
Author(s)
Copyright
Publisher
ISBN
Edition
Baggini, Julian & Fosl, Peter
2002
Blackwell Publishers
0631228748
1st
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
This Course Requires the Purchase of a Course Packet:
YES X NO
3
Argosy University
The American School of Professional Psychology
History and Systems of Psychology, PP 7000
Summer 2009
Study Abroad Program
Mark Kiel, Psy.D., C.G.P.
Torrey Wilson, Ph.D.
Office phone number: Kiel: (312) 777-7671
Wilson: (312) 777-7616
E-mail: mkiel@argosy.edu
twilson@edmc.edu
Office Hours: by appointment
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
Course Objective
Illustrate how critical
philosophical issues manifest
themselves in the major
theories of psychology
Outline core philosophical
assumptions in different
theories
Demonstrate how knowledge
of philosophical assumptions
is necessary for relevant best
practices in the field
Develop advanced critical
thinking skills
Program Goal
Goal 4- Science
Goal 5-Scholarship
Method of Assessment
Midterm paper
Final Paper
Goal 4- Science
Goal 5- Scholarship
Midterm Paper
Final Paper
Class Exercise
Class Exercise
Class Debate
Goal 5-Scholarship
Midterm Paper
Final Paper
Integrate effective critical
thinking in written and oral
assignments
Illustrate socio-cultural and
historical context of
psychological theory
Recognize assumptions and
bias in theory based on
philosophical assumptions
Goal 5- Scholarship
Midterm Paper
Final Paper
Goal 3- Diversity
Goal 5-Scholarship
Midterm Paper
Study abroad Expereince
Goal 3-Diversity
Class Exercise
Study abroad Expereince
Goal 4- Science
4
Allow students to modify their Goal 5- Scholarship
existing assumptions based on Goal 3- Diversity
conscious choice of
Goal 4 Science
philosophical core ideas
Final Paper
Midterm Paper
Study abroad Expereince
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.
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
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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.
Assignments:
1. Mid-term (40% of Grade) – Due 7/24 by 5:00 CST
The mid-term will consist of writing an answer to one of the following options (A, B, or C).
The paper should be APA style, no more than 12 pages, academic writing (citations supporting
your assumptions), and include good critical thinking (and writing). This assignment is due
Monday, June 2nd. Please send the assignment as attachments to Dr. Kiel. mkiel@argosy.edu
A. Pick a historical experience, from one of our excursions, and show how it provides
meaning regarding suffering/healing. Then pick a theoretical orientation and show how
it makes meaning regarding suffering/healing. Compare and contrast these two meaning
systems.
B. Pick a place that you went to while in Amsterdam or Berlin. Write about how you can
support and/or discredit the idea that understanding history, at both a personal and
community level, is important for mental health and well-being.
C. Think about our professional days (e.g., hospitals, clinics, Universities). Write about
how European clinical psychology is congruent or incongruent with your philosophical
understanding of how clinical psychology works. Make sure to provide a comprehensive
understanding of your own personal philosophy supported by readings in this class (and
others). Examples of seminal readings would be on mind/body connection, Kant/Locke,
epistemology, teleology, nature/nurture, axiology, etc.
2. Reaction Papers (40 % of Grade) – Due: see below
Students will write a “reaction paper” to four readings. These papers should be between 2 and 3
pages long, double-spaced in 12 point Times New Roman font. Papers will be graded according
to the following scale:
10 points – The paper expresses a critical opinion that addresses the issues raised
by that week’s group of readings. While the focus of the paper
may be on only one of the readings, it is addressed with reference
to the positions expressed in the other readings of that week.
8 points – The paper expresses a critical opinion that addresses the issues raised
by that week’s group of readings, but omits one major element
implied by the themes of the collected readings.
6 points - The paper expresses a critical opinion that addresses a major theme
raised by that week’s group of readings, but omits consideration of
relevant issues raised by one or more of the other readings.
4 points – The paper critically examines the issues raised by one of the readings,
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but fails to address the context of those issues in light of the other
readings that week.
2 points - The paper summarizes the main points of one or more of the articles.
0 points - No paper, or a paper with no relevance to the week’s theme or the
readings.
The four readings are:
Due 67/31 - Kuhn, Thomas. 1970. The Structure of Scientific Revolutions, (2d edition).
Chicago: Univ. of Chicago Press. Chapter 2 (pp. 10-22). ON RESERVE
Due 8/7 - 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.
Due 8/14 - 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.
Due 8/20 - 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
3. Class Participation (20% of Grade)
Class participation will comprise twenty percent of your course grade. You are expected to have
completed all of the assigned readings before arriving in Europe and to be prepared to discuss
these readings. Your class participation grade will be based not only on the frequency with
which you make 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:
Midterm Presentation: 40% of total grade
Reaction Papers: 40%
Participation: 20%
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
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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
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
The Philosophers: Introducing Great Western Thinkers.
Author(s) Honderich, Ted (editor)
Copyright 2001
8
Publisher
ISBN
Edition
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
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
Unit I: Introduction, and Why Study Philosophy of Science?
Leahy: Ch. 1 (Science, History and Psychology) & 2 (Classical World: Origins of Politics,
Science and Psychology).
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
Unit II: Problems In and With Philosophy of Science
Leahy: Chs. 4 (The Scientific Revolution and the Creation of Consciousness) & 5 (Enlightment
and the Science of Human Nature: The Eighteenth Century)
Kuhn, Thomas. 1970. The Structure of Scientific Revolutions, (2d edition). Chicago: Univ. of
Chicago Press. Chapter 2 (pp. 10-22). ON RESERVE
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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
Unit 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
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
Unit IV: Functionalism and American Pragmatism
In class example: The Vote
Leahy: Ch. 6 (To the Threshold of Psychology: The Nineteenth Century),7 (the Psychology of
Consciousness), and 10 ( The Conspiracy of Naturalism)
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
Unit IV: The Unconscious and Psychoanalysis
In class example: The Ethics of unconscious motivation
Leahy: Ch. 8 (The Psychology of the Unconscious: Sigmund Freud and Psychoanalysis)
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),
10
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
Unit 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
Unit VII: Behaviorism, Free Will and Determinism
In Class Example: neuropsychology and the issue of self-determination
Leahy Ch. 11 (Behaviorism)
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.
Unit 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 postmodern world?
Leahy: Ch. 9 (The Psychology of Adaptation) and 12 (Cognitive Science)
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
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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
Unit IX: 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
Unit X: Darwin and Method
Leahy: Ch. 13 ( The Rise of Applied Psychology)
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
Unit XI: Humanism, Existentialism, Phenomenology, The Problems of Evil & Suffering, &
Ethics
Leahy: Ch. 14 ( The Psychology Society)
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
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Unit XII:
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
Unit XIII:
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
Class IVX:. 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.
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