Time: MWF 2:10-3:00, Spring 1997 Location: Conant 8
Instructor: William Woodward Tel.: 862-3199, voice mail
Off. Hrs., M 1:10-2, W 3:10-4, appointment or drop in. Conant 324

Course Goal: To review some major traditions in modern European and North American psychology and to teach historical thinking.

Course Methods: Reading, writing, discussion, lecture, film, and guests. See "the assigned and tacit curricula" on p. 13.

Reader and optional book: A set of readings should be purchased at University Printing between Stoke Hall and the New England Center.

Or you may locate a used copy from the last several years. Question sets will be sold loose with the bound readings. Recommended for purchase is E. R. Hilgard, Psychology in America. A Historical Survey (1987). This book will help you prepare for psychology GRE's.

Question Sets: To help you keep up and obtain good grades, you will receive a question set worth 10 points on each reading assignment which is due at the next class. Penalty for late submission is one point per class day late. Grading criteria on p. 14.

Unit Essays. You will write seven unit essays worth 30 points each. Thought questions on the syllabus may change in the last class before the essay if class discussion warrants. With a telephone notification of a valid excuse in advance of class, you may request to make up an essay. In place of a final is a 20-point critical essay.

Point Scale. Homework Essay Total

Unit IA 20 20 40

IB 30 30 60 IIA 30 30 60

IIB 30 30 60

IIIA 30 30 60

IIIB 30 30 60

IVA 30 30 60

IVB 30 30 60

500

481-500 A 431-440 C+ 381-390 D-

471-480 A- 421-430 C 380 or below, F

461-470 B+ 411-420 C- Incomplete

451-460 B 401-410 D+ (must make up by

441-450 B- 391-400 D following mid-semester)

UNIT I. HISTORICAL THINKING AND HISTORICAL BACKGROUND

W-1/22 1. Introduction to the course; getting acquainted exercise;

description of course books and readings.

F-1/24 2. How can historical thinking help you overcome bias?

Homework topic: History as the development of critical thinking

Discussion topic: What will you learn? How the historian reads, writes, and thinks.

Reading:

- W. R. Woodward, Toward a critical historiography of psychology, in Josef Brozek and Ludwig Pongratz (1980)

(Eds.) Historiography of modern psychology (Toronto/ Gttingen: Hogrefe), pp. 27-54.

M-1/27 3A. The Nature of Science

Homework topic: Normal science (first five questions)

Discussion topic: What is a scientific revolution?

- T. S. Kuhn (1962, 2nd ed., 1969). The Structure of Scientific Revolutions. Chicago: University of Chicago Press. ch. 3, "The nature of normal science," pp. 23- 34;

3B. The Nature of Scientific Anomaly and Discovery

(second five questions)

W-1-29 - Kuhn, ch.vi."Anomaly and the nature of scientific discoveries," pp. 52-65.

F-1/31 Thought question #1. What is the nature of history? Describe the teaching-learning process. How is the overcoming of bias common to each one? How does history become objective? Mention an example of how history and critical thinking has helped you (or will help you) to overcome complacence.

[We will begin around 9:35 A.M. and end promptly at 9:55 A.M. I will give a 5 minute and a 2 minute reminder to finish. You may use notes and outlines, but please do not copy something over. This is important, because I want you to include the events of the day's class in the essay.]

M-2/3 1. How does psychology construct its subject matter? How is psychological knowledge produced?

Homework topic: The social contexts of investigative and therapeutic practice

Discussion topic: Distinguishing the historiographies of Kuhn, Danziger, and this course

Reading:

- Kurt Danziger (1990). Constructing the subject: Historical origins of psychological research (pp. 1-16). N.Y.: Cambridge University Press.

W-2/5 2. What is the difference between expert and popular knowledge?

Homework topic: Distinguish two social classes: scientific psychologist and layperson

Discussion topic: What does it mean to negotiate the boundaries between psychological expertise and popular psychology?

- Jill G. Morawski & Gail A. Hornstein, Quandary of the quacks. The struggle for expert knowledge in American psychology, 1890-1940. In J. Brown & D. K. van Keuren (1991)(Eds.), The estate of social knowledge. Baltimore: Johns Hopkins.

F-2/7 3A. What has happened to clinical psychology since World War II?

Reading:

- Ernest R. Hilgard, Psychology in America. A Historical Survey (N.Y.: Harcourt Brace Jovanovich, Publishers, 1987), pp. 633-649;

M-2/10 3B. Psychology and Scientific Revolutions

Homework topic: Paradigms as communities with group commitments and shared exemplars

- Kuhn, ibid., "Postscript - 1969," pp. 174-210.

W 2/12 Thought question #2: Apply the concepts of normal science, scientific community, group commitment, and shared exemplars to psychoanalysis and behavior therapy. Then apply the concepts of investigative practice, experimental situation, research community, professional environment to psychoanalysis and behaviorism.

Cite all the readings, using the Chicago Style footnotes illustrated in the Danziger chapter. You can look it up in Kate Turabian's paperback Manual of Style, or in the larger Chicago manual at the reference desk in the library.

F-2/14 1. Elements of a case study: Does catharsis cure?

Homework topic: Freud and "Anna O."

Discussion topic: The emergence of psychoanalysis as a discipline

- Freud, S.(1959). An autobiographical study [1925]. In J. Strachey (Ed.), The standard edition of the complete psychological works of Sigmund Freud (Vol. 20, pp. 7- 28). London: Hogarth Press;

- Ellenburger, H. F.(1972). The story of "Anna O.": A critical review with new data. Journal of the History of the Behavioral Sciences, 8, 267-279;

- Hilgard (1987), pp. 640-641 (see Reading I.B.3 above).

M-2/17 2. Does child abuse today resemble seduction theory then?

Homework topic: Freud and the seduction theory

Discussion topic: Child abuse then and now

Readings:

- Hilgard (1987), p. 370;

- Freud (1959), autobiography, ch. 3-4, pp. 28-47;

- Masson, J. M. (1984). Freud and the seduction theory, Atlantic Monthly, 253, 33-60.

W-2/19 3A. How is falling in love like Christianity and the military?

Homework topic: Freud and groups

Discussion topic: Modern psychotherapies: Authoritarian or democratic?

Readings:

- Freud, (1957). Group psychology and the analysis of the ego [1921]. In J. Rickman (Ed.), A general selection from the works of Sigmund Freud (pp. 169- 193). New York: Doubleday Anchor;

F-2/21 3B. - Hoffman, L. (1987). The ideological significance of Freud's social thought. In M. Ash & W. R. Woodward (Eds.), Psychology in twentieth-century thought and society (pp. 253-269). New York: Cambridge University Press.

M-2/24 Thought question #3: Place Freud's early therapy, seduction theory, and his group psychology in an historical context. Does the prevalence of child abuse today seem to you to throw light upon the discovery of the seduction theory, and Freud's subsequent abandonment of it?

Now consider the ideological context of conservative patriarchy. What elements of it are present in Freud's Oedipal theory? What elements are present in our psychology today? Be prepared to cite all the readings using APA references.

W-2/26 1. How did the Americans change the way psychoanalysis was used?

Homework topic: Juvenile delinquency & foster home care

Discussion topic: Institutional factors

Readings:

- Burnham, J. C.(1980), Bronner,Augusta Fox.In B. Sicherman & C. H. Green (Eds.) Notable American women: The modern period. A biographical dictionary (pp. 108-110). Cambridge: Harvard University Press;

- Healy, W. & Bronner, A. (1929). Psychiatric principles in foster home care. In W. Healy, A. Bronner, E. Baylor, & J. P. Murphey (Eds.), Reconstructing behavior in youth (pp. 82-106). New York: Knopf;

- Mennel, R. M. (1973). Modern theories of juvenile delinquency, 1900-1940. In Thorns and thistles: Juvenile delinquents in the United States, 1825-1940 (pp. 158-171, 208-211). Hanover, N. H.: University Press of New England.

F-2/28 2. From a woman psychoanalyst's point of view, what needs changing?

Homework topic: The feminist critique of Freud

Discussion topic: Feminist uses of Freud

Readings:

- Rubins, J.(1980). Horney, Karen Danielsen.In Sicherman & Green, Notable American women (pp. 351-354);

- Horney, K. (1939). Feminine psychology. In New Ways in Psychoanalysis (pp. 101-119). New York: Norton;

- Lewis, H. B. (1986). Is Freud an enemy of women's liberation? Some historical considerations. In T. Bernay & D. W. Cantor (Eds.). The psychology of today's woman. New psychoanalytic visions (pp. 7-35). Hillsdale, N.J.: The Analytic Press.

M-3/3 3. Why did the child keep throwing and reeling in the string?

Homework topic: Freud, Erikson, and ego psychology

Discussion topic: In what sense was Erikson conservative?

Readings:

- Hilgard (1987), pp. 373, 500-503, 558-559;

- Erikson, E. (1950). Toys and reasons. In Childhood and society (pp. 209-235). New York: Norton;

- Roazen, P. (1980). Erik Erikson's America:

The political implications of ego psychology. Journal of the History of the Behavioral Sciences, 16, 333-341.

W-3/5 Review

F-3/7 Thought question #4: Discuss social work as an extension of psychoanalysis in the United States. How did it differ from European analysis? Mention therapeutic situation, institutional communities, and professional environments (Danziger, p. 7ff.) What is Horney's critique of psychoanalysis? Do you think Freud is an enemy or a precursor of women's liberation? How does Erikson encourage adaptation to the status quo? Is this healthy or not?

M-3/10 1. What does a Calvinist believe? What does a behaviorist believe?

Homework topic: J. B. Watson's life and career: Religion and science.

Discussion topic: The scientist as consumer advocate

Readings:

- Hilgard, pp. 88-91;

- Watson, J. B. (1936), Autobiography. In C. Murchison (Ed.), A history of psychology in autobiography (Vol. 3, pp. 271-282). Worcester, Mass.: Clark University Press;

- Creelan,P. G. (1974). Watsonian behaviorism and the Calvinist conscience. Journal of the History of the Behavioral Sciences, 10, 95-118.

W-3/12 2. Can science offer help to the mentally ill?

Homework topic: Redefining mental disease as conditioned emotional reaction

Discussion topic: On the trail of laboratory evidence

- Hilgard (1987), p. 326;

- Watson, J. B. (1916). Behavior and the concept of mental disease. Journal of Philosophy, Psychology, and Scientific Methods, 13, 589-597;

- Watson, J. B. (1920). Conditioned emotional reactions. Journal of Experimental Psychology, 3, 1-14.

F-3/14 3. What is your moral utopia, or plan for society?

Homework topic: Varieties of psychological utopias

Lecture topic: Gender stereotypes in psychology's early utopias

Readings:

- Watson, J. B. (1929). Should a child have more than one mother? Liberty Magazine, June 19, 1929, pp. 31-35;

- Morawski, J. (1982). Assessing psychology's moral heritage through our neglected utopias. American Psychologist, 37, 1082-1095.

Spring Break: M-3/17 through F-3/21

M-3/24 Review

W-3/26 Thought question #5: Compare your psychological utopia with those in the Progressive Era. Is yours a psycho- logical utopia? Does it also have religious or social or cultural elements? Notice the marketing of psychology then and now, and consider the progress in knowledge of children and personality since then. Are we approaching your ideal society? Cite all the readings using APA style references.

B. Perspectives on the Feminine Challenge to Behaviorism

F-3/28 1A. One woman's approach to child-study

- Hilgard (1987), pp. 478-480.

- Goodenough, F. (1934). The kindergarten age. In Developmental psychology: An introduction to the study of human behavior (pp. vii-ix, 324-326). New York: Appleton- Century;

- Wolf, T. (1980). Goodenough, Florence. In Sicherman & Green, Notable American women (pp. 224-226). Cambridge: Harvard University Press.

M-3/31 1B. The career of an African American women psychologist Discussion topic: Issues of professional discrimination.

- Denmark, F. (1983). Foreword. In A. N. O'Connell & N. F. Russo (Eds.), Models of achievement: Reflections of eminent women in psychology (N.Y.: Columbia), pp. vi-x.

- Howard, R. (1983). Ruth W. Howard. In O'Connell & Russo, Models of achievement (pp. 55-68);

W-4/2 2. What alternative was Myrtle McGraw offering to Watson's conditioning experiments?

Homework topic: Institutional setting, research, private and professional relationships.

Discussion topic: Do women do science differently?

- Hilgard, pp. 552-556.

- McGraw, M. (1935/1975). Growth. A study of Johnny and Jimmy (pp. vii-xiii, xv, xvii, xix, 6-41, 239-241). New York: Appleton-Century;

- McGraw, M. (1983). Myrtle B. McGraw. In O'Connell & O'Connell, Models of achievement, pp. 43-54;

- Russo, N. F.(1983). Psychology's foremothers: Their achievements in context. In O'Connell & Russo, pp. 9-24.

F-4/4 3. How did Ainsworth combine ethology, psychoanalysis, and behaviorism in her investigative practice for the study of attachment?

Homework topic: A nondoctrinaire approach to theory and research

Discussion topic: One confluence of the behavioral and psychoanalytic traditions

Readings:

- Ainsworth, M. et al (1978), Patterns of attachment: A psychological study of the strange situation (pp. i-xviii, 32-37, 244-251). Hillsdale, N.J.: Erlbaum;

- Ainsworth, M. (1983). Mary D. Salter Ainsworth. In O'Connell & Russo, Models of achievement,pp.201-219.

M-4/7 - Ainsworth's Strange Situation Experiment on Video: Guest Experimenter

W-4/9 Thought question #6: Think of a title and introduce the main theme of your thoughts. Discuss issues of professional discrimination in the careers of Florence Goodenough, Ruth Howard, and Florence Denmark. Do you see discrimination in your professional past, present, or future? Describe Myrtle McGraw's career and the nature of her longitudinal study. Identity elements of psycholanalysis, ethology, and behaviorism. Briefly consider your childhood and future plans. Will you aim for a career, raising children, or compromises to have both? Will your child, if you have one, develop by norms, conditioning or encouragment? Cite the readings using footnotes, following the Chicago style.

F-4/11 1. What institutions do child and family psychologists need?

How do institutions change with the political climate?

Homework topic: Psychology of the family before World War II

Discussion topic: Different arenas of politic in psychology: City, academic, federal, and international

Readings:

- Hilgard (1987), pp. 836 [note no. 12], 865 [Bhler reference]

- Ash, M. G. (1987). Psychology and politics in interwar Vienna: The Vienna Psychological Institute, 1922-1942. In M. G. Ash & W. R. Woodward (Eds.), Psychology in twentieth-century thought and society (pp. 143-164). New York: Cambridge University Press;

- Bhler, C. (1939). The child and his family (pp. v- viii, 1-24, 60-61). New York: Harper & Brothers;

- Allen, M. (1980). Bhler, Charlotte Bertha. In B. Sicherman & C. H. Green (Eds.), Notable American women: The modern period. A biographical dictionary (pp. 119-121). Cambridge: Harvard University Press.

M-4/14 2. What happens when people migrate from one country to another?

Homework topic: The Gestalt School

Discussion topic: German psychologists before and after the immigration

- Hilgard, pp. 94-98; 687;

- Mandler, J. M.& Mandler, G.(1969). The diaspora of experimental psychology: The Gestaltists and others.

In D. Fleming & B. Bailyn (Eds.). The intellectual migration: Europe and America, 1930-1960 (pp. 371- 419). Cambridge: Harvard University Press.

W-4/16 3A. How does one's personality affect the way s/he works?

Homework topic: The problem of systematic representation

Discussion topic: Heider's life and theory: The balance hypothesis

- Heider, F. (1983). The search for concepts: Discouragement. In The life of a psychologist. An autobiography (pp. 143-158). Lawrence, KS: University Press of Kansas;

F-4/18 3B. Minding our p's and q's

- Heider, F. (1958). The psychology of interpersonal relations (pp. v-vii, ix, 1, 200-217). New York: John Wiley & Sons;

- Hilgard (1987), pp. 606-608.

M-4/21 Thought question #7: Again think of a title and introduce the main theme of your essay. Recall that we have studied institutions in the study of the family, the migration to the United States, and a husband-wife team who brought a European way of thinking about groups.

How were institutions and politics in Vienna, Austria, important for the study of groups? In your personal groups, identify briefly the institutions and their political colors.

What is the theory of Gestalt psychology? How was it "sold," "taught," and "proselyted" in the United States? Discuss the effects of war and the responses of Germans and Americans. Describe a personal experience of trying to advocate your ideas in a new environment.

Apply balance theory to a personal relationship or an area of imbalance in your interpersonal life. What personal experiences did this theory come from in Heider's life? What inconsistencies do you notice in his own life? How did he deal with them? Why was this approach so important in launching social psychology? Use Chicago style with footnotes, following examples from our readings.

W-4/23 1. Describe the novelty of Lewin's investigative practice.

Homework topic: Lewin at Iowa: Field theory in child development

Discussion topic: Politics and the social psychology experiment

Readings:

- Hilgard (1987), pp. 556-558;

- Lewin, K. & Lippet, R. (1938/1972). An experimental approach to the study of authority and democracy: A preliminary note. In W. S. Sahakian (Ed.), Social psychology (pp. 454-459). Scranton, PA: International Textbook Company.

F-4/25 2. What was Kurt Lewin good at? How did his ethnic experiences in Germany prepare him for the United States?

Homework topic: Lewin at MIT: Group dynamics Discussion topic: Symbolic representation of social forces

Readings:

- Hilgard (1987), pp. 721-722;

- Marrow, A. J. (1969). The practical theorist: The life and work of K. Lewin (pp. iii-xv, 173-200). New York: Basic.

M-4/28 3A. Social Action

Homework topic: Interpretations of Lewin

Discussion topic: Social action: Lewin's impact on psychology and society

Readings:

- Hilgard (1987), pp. 604-606;

- Heims, S. (1978). Kurt Lewin and social change. Journal of the History of the Behavioral Sciences, 14, 238-241.

W-4/30 3B. Metatheory

- Henle, M. (1978). Kurt Lewin as metatheorist. Journal of the History of the Behavioral Sciences, 14, 233-237;

F-5/2 Thought question #8: Consider the several phases in Lewin's work, the effect of political and social circumstances on him, and the nature of his metatheory. Explain a Gestalt social experiment and mention the political purpose of it. Then use a Lewinian structural analysis od leadership in a group to which you belong. Does Lewin's metatheory give a sound basis for construction of a theory of personality and social psychology? Cite all the readings using Chicago style footnotes.

M-5/5 1. How does this reading relate to Kuhn in regard to the way scientists are educated? Have you been indoctrinated in this way?

Homework: Should the history of science be

rated X?

Reading:

- Brush, S. (1974). Should the history of science be rated X? Science, 183, 1164-1172, reprinted

in M. Marx and F. Goodson (Eds.) Systems and Theories of Psychology.

W-5/7 Discussion topic: Should the history of psychology be rated X? The sociopolitical context of psychology

- Review your question sets and unit essays.

- Reread the lectures.

F-5/9 Thought question #9: How does psychology get constructed? Discuss six examples--one each from Europe and America for each major tradition of psychoanalysis, behaviorism, and social psychology. Consider therapeutic and investigative practice, institutions, and the role of ideology and political events in the rise of that psychology. Agree or disagree with at least one secondary source.

Now consider your own thinking about psychology before and after taking this course. What has changed, if anything, in the way you view psychology? Have you changed in the way you read and write? Do these processes affect your thinking? When you think historically about psychology, what do you discover? Cite the readings in this unit, and at least six others citations, using either footnotes or references.

Course evaluation.

M-5/13 Discuss final essay; check point totals

*********

We have no final. Have a good summer.

1. Be aware of the assigned curriculum and tacit curricula.

2. Ask questions when you do not understand the expectations.

3. Call it to attention when you do not understand the structure or "zones of stability."

4. Take responsibility for doing the readings on time.

5. Adjust reading strategies to the amount of reading and to the evaluation instruments.

6. Make use of the evaluation instruments, including daily oral participation and written work.

7. Be able to state the main points of secondary source and to relate it both to your life and to a concept in that unit.

8. Take responsibility for the material in minilectures, which both clarify the readings and supplement it.

9. Be able to synthesize reading, discussion, and lecture.

10. Take turns participating in directed discussions.

11. Share group leadership equally.

12. Relate reading to your self-development.

13. Relate unit reading to your career or field of interest.

14. Organize material relating to the reading topic, your self development, and your career, both orally and in writing.

15. Be able to comment on the kind of secondary source, e.g. encyclopedia, scholarly article, biography, textbook.

16. Be able to comment on the kind of primary source, e.g., autobiography, article, monograph (book).

17. Be able to answer questions on your reading.

18. Self-evaluate yourself as requested periodically during the course along the dimensions of this model.

19. Evaluate each day's class when so requested.

20. Be able to recall the previous class's material during the opening portion of each class.

Quality Full Credit Half Credit No Credit

_______________________________________________________________

NEATNESS clean, clear fringe left on unattractive

businesslike some cross-outs

ex.cred.-typed readable

&

SPELLING 0-1 error/pg 2-3 errors/pg 4+ errors/pg

_______________________________________________________________

SENTENCES 0-1 error in 1-2 errors 3+ errors

grammar/page and/or and/or boring

and varies form repeats form

&

PARAGRAPHS main idea 2 or 3 parts 0-1 of 3 parts

limited scope

examples

_______________________________________________________________

DICTION accurate terms 2-3 errors/pg 4+ errors/pg

varied words

0-1 error/pg

&

INFORMATION accurate vague references wrong data

adequate or not enough and not enough

_______________________________________________________________

FOCUS main idea first 2 of 3 req's 0-1 req's

parts of main idea

order to follow

&

ORDER logical not same as lead not same as lead

same as lead or chronological and not logical

only

_______________________________________________________________

DEVELOPMENT 1) gives examples 2 or 3 steps 0-1 step done

2) has reasons for done

opinions

3) covers important

parts

&

DIFFICULTY answers impt. summary only summary only or

question or obvious obvious

analysis, not or too long and too long

mere retell

meets length rule