Updated: July 24, 2002

Fall 2000

WEEK FIVE ASSIGNMENTS: PLEASE USE THE REVISED FORMAT AS WE DISCUSSED IN CLASS ON WEDNESDAY. PLEASE EMAIL ME IF YOU HAVE ANY QUESTIONS.

1. Read Brennan Chapter 9 and 10.
2. Groups B (Monday) will present a review of History and Systems to date. (be creative)
3. Group C(Wednesday) to lead class discussion - focus: Advances in Physiology, Psychophysics and Evolution
4. Weekly group online discussion questions:

a. Each group will discuss and then submit individual responses to this assignment
b. Review the four charts in chapter 9 p.135,136,137,and 138
c. As a group place your group's view about each of the dimensions on the chart and outline your group decision. For example, on the chart p.135 does your group see the mind as unnecessary, passive or active? Give examples supporting your group position. Defend your group position for each of the four charts.
d. Individually submit a one page response to the question, what did you learn about yourself in this exercise.

5. Continue Service Learning experience -prepare to share experiences in future classes.

6. Read up on your mid-term character...more details this week.

5.1 Week Four Lecturette September 23 - 27, 2002

WHAT DO I NEED TO KNOW AND HOW WILL IT HELP ME TEN YEARS FROM NOW?

Chapter 9, Competing Models of Psychology, is a summary of the evolution of psychology as a scientific discipline as we know it today. In the previous chapters the early Greek philosophers provided a philosophical foundation that was reworked by Christian thinkers and passed on to the Renaissance period.

Leahy (2000,5th edition) outlines August Comte's three stages of human history.

· The first stage was the theological stage. In this stage, people explained phenomena by positing unseen supernatural entities - gods, angels, demons, souls - behind them.

· The second stage was the metaphysical stage. Things were still explained by unseen entities and forces, but they were no longer anthropomorphized as gods or elevated to the supernatural.

· The third stage was the scientific stage. In the last stage, explanations drop all references to unseen entities or forces of any type (p.207).

Brennan categorizes the French, German and English influences of the psychological movements that led to the early 19th century American psychology. The age of reason replaced the role of religious control and introduced the age of science leading to the founding of psychology as we know it today.

ALL HISTORY COMES IN GROUPS OF THREE.

Chapter 10, Nineteenth-Century Bases of Psychology, outlines three major influences in psychology: scientific physiology research, psychophysics and evolutionism. Each of the themes are detailed in the text. Empirical research allowed for systematic study of physiology leading to the association between sensation and motor nerves and the study of brain anatomy. Psychophysics provided the first scientific research in experimental psychology. Previously it was assumed the mind could not be measured by mathematical equations.

Helmholtz, according to Leahy (2000) "…argued that all we know for certain are our ideas, or images of the world gathered by experience. " Further, "he struck a pragmatic note by acknowledging that we cannot know whether our ideas are true, but argued that this does not matter as long as they lead to effective action in the real world".(p.232). Helmholtz managed to bridge the sensory and perceptual experiences. His views introduced the mathematical measurement of mental processes.

Finally, Darwin's Evolutionary Theory continued to challenge theologically based control. This led to explanations about life that made it difficult to continue to believe in the traditional role of a god and creation.

The three areas, rise of physiological research and brain studies, psychophysics and Darwinism set the scene for contemporary psychology.

ARE WE ALL FOOLS TRYING TO ANSWER THE IMPOSSIBLE? READ AND REFLECT ON THE FOLLOWING

The following poem by Alexander Pope, an English poet provides an historical view of human nature prior to the French Revolution. It comes from, (Pope, Essay on Man, (1734/1965) Epistle II,1. 1-30):

Know then thyself, presume not God to scan:
The proper study of Mankind is Man.
Placed on this isthumus of a middle state,
A being darkly wise, and rudely great:
With too much knowledge, for the Sceptic side,
With too much weakness for the Stoic's pride,
He hangs between; in doubt to act, or rest,
In doubt to deem himself a God, or Beast,
In doubt his Mind or Body to prefer,
Born but to die, and reas'ning but to err;
Alike in ignorance, his reason such
Whether he thinks too little, or to much:
Chaos of Thought and Passion, all confused:
Still by himself abused, or disabused:
Created half to rise, and half to fall;
Great lord of all things, yet a prey to all;
Sole judge of Truth, in endless Errors hurled;
The glory, jest, and riddle of the world!
Go wonderous creature! Mount where Science guides,
Go measure earth, weigh air, and state the tides;
Instruct the planets in what orbs to run,
Correct old time, and regulate the sun;
Go ,soar with Plato to th' empyreal sphere,
To the first good, first perfect, and first fair;
Or tread the maze round his follow'rs trod,
An quitting sense call imitating God;
As Eastern priests in giddy circles run,
And turn their heads to imitate the sun.
Go. Teach Eternal Wisdom how to rule -
Then drop into thyself, and be a fool!

What do you think about Pope's view of human history? Can you trace the History and Systems course to date in this poem? Can you identify the scientific revolution? Which line belongs to St. Augustine and which one is DesCartes?Do you agree or disagree?