PSYC*3602– Discussion guide Week 1: Why history and critique?
The origins of Psychology
Goals for this class
-To understand the importance of history in understanding the nature of Psychology
-To identify and understand different ways of viewing history itself, and the history of science
-To pick up important concepts we can use to think about the history of Psychology
-After going through each and every reading in detail these are readings which are below I have provided pdf
-Write in your own words do not use ChatGPT and AI.
Opening
-What was it like to do the reading for today? ( write in 3 points.)
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Think, pair, square, share
With today’s readings in mind, choose and respond to 4 of the following statements:
-What puzzles me is…(WRITE5 points and also include real life example )
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-I’d like to talk with people about……(WRITE5 points and also include real life example )
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-I’m confused about… (WRITE 5 points and also include real life example )
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-What does it mean when the author says…(WRITE 5 points and also include real life example )
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Small group discussion (groups of 4 people)
Objective:
Using your readings, your task in your small group is to identify 5– 6 issues or perspectives (e.g. opposing views of history of science) in the historiography of Psychology/science that your group thinks are important.
-Give a brief description of each, and reasons why they are important.
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-Select a spokesperson.
-Report to class.
Here are some questions to aid your discussion and thinking:
1.History has many “uses”. What might these be? How have histories of psychology been used in the past?
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2.How do you make sense of the following quote?
The profound relevance of the history of a discipline for understanding the content of that discipline arises out of the recognition that there is no such thing as a private science (Danziger, 1992, p. 256).
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3.What do Richards and Stenner mean by distinguishing between “Psychology” and “psychology”? How can this distinction be useful?
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4.What does it mean to say that Psychology has a “reflexive” relationship with society (Richards & Stenner, 2022, p. 6-7)?
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5.What do Richards and Stenner mean by this phrase: “we structure and explain our private psychological experience in terms of how the public world is structured and explained in our culture.” (2022, p. 7)?
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After going through each and every reading in detail these are readings which are below I have provided pdf
READING NO-1 –Woody & Viney (2024). Chapter 1: Critical issues in historical studies
READING NO-2 –Richards & Stenner (2022). Chapter 1: Introduction: Psychology and history
READING NO-3 – Richards & Stenner (2022). Chapter 2: Psychology 1600-1850
READING NO-4– Danziger, K. (1997). Naming the mind: How psychology found its language (pp. 1-14).
DOCX NO-5 GRADING RUBRIC AND INSTRUCTION
DOCX-NO 6 IN WHICH YOU HAVE WRITE IN SPACE PROVIDED LIKE –
write an original initial discussion in class posts that conveys your thoughts about the following question:
Be clear and to the point in your postings.
Edit your work. Your posts should be coherent and use proper grammar and spelling.
You must analyzed course readings exceptionally well, relating it to readings and other material (e.g. readings, course material, discussions, experiences etc.); offer analysis, synthesis, and evaluation of class material; for example, put together pieces of the discussion to develop new perspectives that take the group/class further.
Keep postings and Quality is better than quantity.
Contribute your own thoughts about the material you have read.
Support your thoughts by referencing the video and docx provided and other outside literature.
Raise additional questions or points of discussion to stimulate further discussion
If you have questions, show that you have already tried to find a solution.
Respect the viewpoints of your peers. Ask for clarification if you don’t understand a point. Assume good intentions.
Use the proper terminology introduced in the course readings.
When using literature in your postings, make sure to provide references in proper APA Style.
Show respect and sensitivity to peers’ gender, cultural and linguistic background, political, and religious beliefs.
You are strongly encouraged to take the time to review the following documents on writing quality discussion posting and on taking roles in discussions.
PREPARING TO WRITE1. Read assigned material—critically—and take notes as you read: Who wrote this material (a respected expert? an activist with a specific aim or belief?) Do they have any possible biases? Are studies reliable and valid? (What kind of research was performed?) When was this material written? Are the definitions/conditions/opinions described still accur vant? ate/rele Is an opinion expressed? How might someone disagree? How does this material relate to other concepts and theories you are studying? (Remember, instructors choose readings with a plan in mind—try to imagine why they have assigned this reading) Does the article complement other things you have learned? Is it in opposition? 2. Read and understand the discussion question or topic provided by your instructor • What are you asked to do? (Formulate an opinion? Respond to a question? Explain a concept or theory?) • How are you asked to do this? What kind of information are you expected to include (e.g., supporting quotations or references, examples, etc.) Do you need to bring in outside research? 3. Sort out the finer details • Is there a word maximum? Minimum? (Most posts will be 1‐2 paragraphs maximum). • How many times are you expected to post? (Find out if you are required to post a certain number of times per question, per week, etc.) • How much of your grade is this component worth? Each post? Budget your time accordingly Are you expected to respond to other students’ posts? What proportion of original posts versus responses are you asked to provide? INITIAL in class discussion POSTS – An initial post is a response to the original question presented by the course instructor, or the opening post on a
particular topic (i.e., not responding to other students’ posts). Consider each post a “mini‐thesis,” in which you state a position and provide support for it. If you are responding to a question, be sure to 1. Take a position: Provide a clear answer to the question (incorporate some of the wording of the question in your answer if possible). 2. Offer a reasoned argument: Provide an explanation for your point of view, and use evidence from your text, notes, or outside research (where appropriate) to support your point. 3. Stay focused: End with a summary comment to explain the connection between your evidence and the question (how your evidence proves your point). Your post might also introduce a question or idea that others can follow up on. But make sure you have answered the question first!
GRADING RUBRIC
Class discussion and participation guidelines
Guidelines for class discussion
Class discussions are the main component of this course. Their main purpose is to provide an opportunity to explore ideas and to clarify and deepen your understanding of course material. For this reason, it is to be expected that you will change your mind, perhaps several times, on topics and issues in the course.
Your discussion grade is not based on whether you agree or disagree with the course readings or with others in your class, but on the ways in which you are able to do so respectfully, coherently and reflexively.
Since discussion and class participation is a skill that we are all in the process of developing, there will be an opportunity to get feedback on how well you are progressing. Your TAs and I will be rating your participation in every class, and after the study break, you will receive some feedback on your participation.
We will be using the rubric below as a general guide to assigning your participation grade. Although this will give you a good idea of what we are looking for, please don’t get too hung up on it. We are very aware of, and will take into account, the different ways in which you will participate in the class.
PSYC54O24: Rubric and expectations for class participation
The criteria focus on what you demonstrate, and not on what you know but do not demonstrate. This is because what you offer to the class is what you and others learn from. I expect the average level of participation to satisfy the criteria for a 7 – 8.
Rating
Grade
Criteria
Notes
Excellent
9 – 10
You demonstrate excellent preparation: have analyzed course readings exceptionally well, relating it to readings and other material (e.g. readings, course material, discussions, experiences etc.); offer analysis, synthesis, and evaluation of class material; for example, put together pieces of the discussion to develop new perspectives that take the group/class further.
You contribute in a very significant way to ongoing discussion: keep analysis focused, respond very thoughtfully to other students’ comments, contribute to cooperative argument-building, suggest alternative ways of approaching material and help class analyze which approaches are appropriate etc.; demonstrate ongoing very active involvement. As well as discussion is logical, internally consistent, and well-developed Inferences are well supported by evidence Ideas are synthesized, follow outline.
And some more important guidelines and you have to answer to this i am proving the grading rubrics everything write in own words do not use no AI AND CHATGPT AS MAM HAS THE SOFTAWARE TO DETECT.EACH AND EVERY LINE and each and every word.
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