Systems and Schools in Psychology-I

Paper Code: 
CPSY 411
Credits: 
04
Contact Hours: 
60.00
Max. Marks: 
100.00
Objective: 

Learning Outcomes

Learning and teaching strategies

Assessment Strategies

CO35: To describe the key contributions of major figures in the history of psychology.

CO36: To relate the major perspectives in psychology with the individuals responsible for articulating them.

CO37: To understand how historical trends and events have influenced the development of psychology as a scientific discipline.

CO38: To demonstrate an understanding of major questions/ideas that has driven psychological thought throughout its history.

CO39: To describe the initial characteristics of major schools of psychology.

Approach in teaching:

Interactive Lectures, Discussion, Tutorials, Reading assignments, Demonstration, Team teaching

Learning activities for the students:

Self-learning assignments, Effective questions, Simulation, Seminar presentation, Giving tasks, Field practical

Class test, Semester end examinations, Quiz, Solving problems in tutorials, Assignments, Presentation, Individual and group projects

 

 

 

12.00
Unit I: 
Basic Concepts

Understanding the nature of science: Positivist approach; explanation; Causal approach; pragmatic approach; & phenomenology. Basic issues of psychology: Consciousness and mind-body relationship; Determinism and Free will; Empiricism and rationality

12.00
Unit II: 
Antecedents of Psychology

Philosophical antecedents: Rene Descartes, Aristotle and Plato. Physiological antecedents: Weber, Fechner, Helmholtz

12.00
Unit III: 
Associationism

Associationism of S-R, Pavlov, Thorndike, Associationism as a System; Criticism.

12.00
Unit IV: 
Structuralism

Wundt, Titchener, Structuralism as a System; Criticism

12.00
Unit V: 
Functionalism

James, Dewey, Functionalism as a System; Criticism

Essential Readings: 
  • Brennan, J.F. (1991). History and Systems of Psychology. New Jersey. : Prentice Hall.
  • Leahey, T.H. (1994). A History of Modern Psychology. New J: Prentice Hall.
  • Marx, M.H. and Hillix, W.A. (1986). Systems and Theories in Psychology. New York: McGraw Hill.
  • Schultz, D.A. (1981). History of Modern Psychology. Academic Press.
References: 
  • Boring, E.G. (1950). A History of Experimental Psychology. New Jersey: Appleton Century Craft.
  • Chaplin, T. and Kraweic, T.S. (1979). Systems and Theories of Psychology. New York:  Holt Rinehart and   Winston
  • Gerson, L. P. (2013). From Plato to Platonism. Cornell University Press. EISBN:978-0-80146-918-3. https://www.jstor.org/stable/10.7591/j.ctt32b4gd
  • Heidbreder, E. (1993). Seven Psychologies. New York: Appleton Century Crofts.
  • Kraut, R. (1989). Aristotle on the Human Good. Princeton University Press. EISBN: 978-0-69122-512-8. https://www.jstor.org/stable/10.2307/j.ctv19fvzpf
  • Singh, A.K. (2015). The Comprehensive History of Psychology. New Delhi: Motilal Banarasidas.
  • Woodworth, R.S. and Schehan, N.R. (1974). Contemporary Schools of Psychology. New York: Ronald Ross Press.
  • Zeman, A. (2002). Consciousness: A User’s Guide. Yale University Press. EISBN: 978-0-30013-531-2. https://www.jstor.org/stable/10.2307/j.ctt1nptqn

 

E Resources

· ResearchGate

· JSTOR

· Proquest

· Shodhganga

· Delnet

· Google Scholar

· National Digital Library (NPTEL)

· Academia

 

Journals

· Educational Psychologist

· Journal of Educational Computing Research

· Psychological Inquiry

 

 

Academic Year: 
2023-2024
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