Psychology 402-5
History and Theory Seminar
Autumn 1995
Instructor - Randal Tonks
Course Summary:
This course is designed to introduce students to contemporary issues in the philosophy of science and theoretical psychology through a survey of the history of psychological work and ideas. There are two sections to this course.
Firstly, a historical review of dominant approaches to the philosophy of science will be covered. Starting with a brief review of the works of early "scientific" scholars, some traditions will be traced following from such works to those of 19th century thinkers and philosophers of science. Against this backdrop we will read several 20th century philosophers of science in their original forms as we provide an opportunity to understand both the pertinent issues as well as the styles of argumentation that are used in accounting for science. As such, five major ways of understanding what science is and how it operates will be examined through various selected articles which students will be expected to read and discuss. Students will also be asked to provide short summary presentations on supplementary readings so that they can take turns at informing each other on subjects connected to the core reading list. A short take-home midterm exam will follow this section.
The second section will be comprised of both a review of the history of psychology, as a modern discipline, in its development from the late 19th through the 20th century as well as the examination of contemporary Canadian psychological issues as they lead to prospects for the praxis of psychology in the future. Kurt Danziger's analysis of various traditional streams of psychology provides a central perspective for this section. Here he discusses the development of psychology within several social contexts as it took the form that it has in various locations around the world. Additionally, the consideration of appropriate forms for the practice of Canadian psychology in the 21st century will be done by the students in their group projects. As such, students will be placed into groups, based upon topics of their choice from the history of psychology, to work on their final projects. These projects will involve the discussion of the philosophical foundations that each group decides are appropriate for the future study of their topic areas. Students will be asked to reach consensus within each group as to an appropriate philosophy which will allow the members within that group to work together as a discipline. During the last three weeks of classes each group will give a presentation of the results of their group projects to the whole class. Each student will also be asked to provide a 10-15 page (typed double space) paper reporting on her or his topic in the history of psychology. These term papers will be due on the last day of classes.
Marking Scheme:
10 % - Short summary presentations
20 % - Take-home midterm exam
30 % - Class participation
40 % - Group project
(20 % - presentation, 20 % - paper)
Syllabus and Reading list:
Week 1 - Sept. 5
- Introduction to philosophy of science.
- A survey of two traditions part 1:
Some important figures in the history of science. . .
No readings for week one! (but it is suggested that you start on readings for week 2)
- Sept. 7
- A survey of two traditions part 2:
Some important figures in the history of science and
the development of socio-moral criticisms of science.
Week 2 - Sept. 12
Core readings:
1. Abbagnano, N. (1967). Positivism. In P.Edwards (Ed.) The encyclopedia of philosophy, v.6, 414-419. New York: The Free Press.
2. Passmore, J. (1967). Logical positivism. In P.Edwards (Ed.) The encyclopedia of philosophy, v.6, 52-57. New York: The Free Press.
3. Kuiken, D., Cameron, T., and Schopflocher, D. (1992). Positivist conceptions of induction and the rejection of classificatory methods in psychological research. In C.W.Tolman (Ed.) Positivism in psychology: Historical and contemporary problems, 47-56, New York: Springer-Verlag.
4. Stam, H. (1992). The demise of logical positivism: Implications of the Duhem-Quine thesis for psychology. In C.W.Tolman (Ed.) Positivism in psychology: Historical and contemporary problems, 17-23, New York: Springer-Verlag.
- Sept. 14
Core readings:
5. Popper, K. (1959). The logic of scientific discovery, New York: Basic.
- Chapters 1 and 2: (pp. 27-56).
6. Chow, S. (1992). Positivism and cognitive psychology: A second look. In C.W.Tolman (Ed.) Positivism in psychology: Historical and contemporary problems, 119-144, New York: Springer-Verlag.
Week 3 - Sept. 19
Core readings:
1. Kuhn, T.S. (1970). The structure of scientific revolutions (2nd edn). Chicago: University of Chicago Press.
- Chapters 1-3: (pp. 1-34).
Supplementary readings (4 presentations)
- Chapters 4-8: (pp. 35-91).
- Sept. 21
Core readings:
2. Kuhn, T.S. (1970). The structure of scientific revolutions (2nd edn). Chicago: University of Chicago Press.
- "Postscript (1969)": (pp. 174-210).
Supplementary readings (5 presentations)
- Chapters 9-13: (pp. 92-173).
Week 4 Sept. 26
Core readings:
1. Popper, K. (1970). Normal science and its dangers. In I.Lakatos and A.Musgrave (Eds.) Criticism and the growth of knowledge. New York: Cambridge University Press. (pp. 51-58).
2. Lakatos, I. (1970). Falsification and the methodology of scientific research programmes. In I.Lakatos and A.Musgrave (Eds.) Criticism and the growth of knowledge. New York: Cambridge University Press.
(pp. 91-132).
- Sept. 28
Core reading:
3. Lakatos, I. (1970). Falsification and the methodology of scientific research programmes. In I.Lakatos and A.Musgrave (Eds.) Criticism and the growth of knowledge. New York: Cambridge University Press.
(pp. 132-189).
Week 5 - Oct. 3
Core readings:
1. Feyerabend, P. (1988). Against method (2nd edn.). New York: Verso.
- Chapters 1-5: (pp. 1-54).
- Appendix I Intro: (pp. 165-169).
Supplementary readings (4 presentations)
- Chapters 16-17: (pp. 170-247).
- Oct. 5
Core readings:
2. Feyerabend, P. (1988). Against method (2nd edn.). New York: Verso.
- Chapters 18-21: (pp. 248-288).
- Appendix II Intro: (pp. 227-230).
- "Notes" Intro: (pp. 1-17).
Supplementary readings (4 presentations)
Feyerabend, P. (1987). Farewell to reason. New York: Verso.
- Chapter 1 "Notes on Relativism": (pp. 18-89).
Week 6 - Oct. 10
Core readings:
1. Fonow, M. M. & Cook, J. A. (1991). Back to the future: A look at the second wave of feminist epistemology and methodology. In M.M.Fonow & J.A.Cook (Eds.) Beyond methodology: Feminist scholarship as lived research. Bloomington: Indiana University Press.
2. Woolfolk, R.L., Sass, L.A. & Messer, S.B. (1988). Introduction to hermeneutics. In S.B.Messer, L.A.Sass, & R.L.Woolfolk (Eds.) Hermeneutics and psychological theory: Interpretative perspectives on personality, psychotherapy, and psychopathology. New Brunswick: Rutgers University Press.
Supplementary readings (3 presentations)
Cook, J. A. & M. M. Fonow (1990). Knowledge and woman's interests: Issues in epistemology and methodology in feminist sociological research. In J.McC. Nielsen (Ed.) Feminist research methods: Exemplary readings in the social sciences. Boulder: Westview Press.
W.Tomm (Ed.) The effects of feminist approaches on research methodologies. Waterloo: Wilfred Laurier University Press, 1989.
- Introduction: Winnie Tomm. (pp. 1-12)
- Chapter 1: Thelma McCormack "Feminism and the new crisis in methodology". (pp. 13-30)
- Oct. 12
Core readings:
3. Farganis, S. (1989). Feminism and the reconstruction of social science. In A. Jaggar & S.Bordo (Eds.) Gender/ Body/ Knowledge: Feminist reconstructions of being and knowing. New Brunswick: Rutgers University Press.
4. Gergen, K.J. (1988). If persons are texts. In S.B.Messer, L.A.Sass, & R.L.Woolfolk (Eds.) Hermeneutics and psychological theory: Interpretative perspectives on personality, psychotherapy, and psychopathology. New Brunswick: Rutgers University Press.
Supplementary readings (3 presentations)
W.Tomm (Ed.) The effects of feminist approaches on research methodologies. Waterloo: Wilfred Laurier University Press, 1989.
- Chapter 2: Marsha Hanen "Feminism, reason, and philosophical method." (pp. 31-56)
- Chapter 3: Hilary M. Lipps "Toward a new science of human being and behavior." (pp. 51-69)
Week 7 - Oct. 17
Core readings:
1. Bernstein, R.J. (1988). Beyond objectivism and relativism: An overview (chp 1). Beyond objectivism and relativism: Science, hermeneutics, and praxis. Philadelphia: University of Pennsylvania Press.
2. Kimball, M. M. (1994). The worlds we live in: Gender similarities and differences. Canadian Psychology, 35 (4), 387-404.
- Oct. 19
3. Shotter, J. (1993). Cultural politics of everyday life: Social constructionism, rhetoric and knowing of the third kind. Buckingham: Open University Press.
- Introduction: Traditions of argumentation and knowing of the third kind. (pp. 1-16)
- Chapter 1 'Getting in touch': The metamethodology of postmodern sciences of mental life. (pp. 19-35)
Supplementary readings (1 presentation)
Shotter, J. (1993). Cultural politics of everyday life: Social constructionism, rhetoric and knowing of the third kind. Buckingham: Open University Press.
- Chapter 2: Power on the margins: A new place for intellectuals to be. (pp. 37-53)
Week 8 - Oct.24
Review - No new Readings!
- Oct. 26
Midterm Papers Please
Readings
Danziger, K. (1990). Constructing the subject: Historical origins of psychological research. Cambridge: Cambridge University Press.
1. Chapter 1 - Introduction: (pp. 1-16).
2. Chapter 2 - Historical roots of the psychological laboratory: (pp. 17-33).
Week 9 - Oct. 31
Readings
Danziger (1990):
3. Chapter 3 - Divergence of investigative practice: The
repudiation of Wundt: (pp. 34-48).
4. Chapter 4 - The social structure of psychological
experimentation: (pp. 49-67).
- Nov. 2
Readings
Danziger (1990):
1. Chapter 5 - The triumph of the aggregate: (pp. 68-87).
2. Chapter 6 - Identifying the subject in psychological research: (pp. 88-100).
3. Tonks, R. (1992). Identity and generativity in the Canadian context. Paper presented to the Annual Congress of the Canadian Psychological Association. Quebec, P.Q.
Week 10 - Nov. 7
Readings
Danziger (1990):
1. Chapter 7 - Marketable Methods: (pp. 101-117).
2. Chapter 8 - Investigative practice as a professional project: (pp. 118-135).
3. Conway, J. B. (1992). A world of differences among psychologists. Canadian Psychology, 33,1,1-24.
- Nov. 9
Readings
Danziger (1990):
4. Chapter 9 - From quantification to methodolotry: (pp. 136-155).
5. Chapter 10 - Investigating persons: (pp. 156-178).
Week 11 - Nov. 14
Readings
Danziger (1990):
1. Chapter 11 - The social construction of psychological knowledge: (pp. 179-197).
2. Hunsley, J. & Lefebvre, M. (1990). A survey of the practices and activities of Canadian clinical psychologists. Canadian Psychology, 31, 4, 350-358.
3. Warner, R. E. (1991a). A survey of theoretical orientations of Canadian clinical psychologists. Canadian Psychology, 32, 3, 525-528.
4. Warner, R. E. (1991b). Bibliotherapy: A comparison of the prescription practices of Canadian and American psychologists. Canadian Psychology, 32, 3, 529-530.
5. Wand, B. (1993). The unity of the discipline. Canadian Psychology, 34, 2, 124-134.
- Nov. 16
Readings
1. Wright, M. J. (1992a). Women Ground breakers in Canadian Psychology: World war II and its aftermath. Canadian Psychology, 33, 4, 675-682.
2. Wright, M. J. (1992b). The golden anniversary symposium: CPA's first 50 years. Canadian Psychology, 33, 4, 695-696.
3. Ferguson, G. A. (1992). Psychology in Canada 1939-1945. Canadian Psychology, 33, 4, 697-705.
4. Williams, D. C. (1992). The frustrating fifties. Canadian Psychology, 33, 4, 705-709.
5. Belanger, D. (1992). The structuring of Canadian psychology: Honni soit qui mal y pense! Canadian Psychology, 33, 4, 710-712.
6. Pyke, S. W. (1992). The more things change . . . . Canadian Psychology, 33, 4, 713-722.
Week 12 - Nov. 21
Group Presentation # 1
- Nov. 23
Group Presentation # 2
Week 13 - Nov. 28
Group Presentation # 3
- Nov. 30
Group Presentation #4
Week E1 - Dec. 5
Group Presentation #5
Final papers Please!
Enjoy your December
Useful sources of information:
Jones, W.T. (1975). A history of western philosophy (vols. I-IV). San Diego: Harcourt, Brace, Jovanovich.
Robinson, D.N. (1986). An intellectual history of psychology. Madison: University of Wisconsin Press.
Edwards, P. (Ed.) (1967). Encyclopedia of philosophy (Vols. 1-8). New York: The Free Press.
Harre, R. (1985). The philosophies of science: An introductory survey. New York: Oxford University Press.
Leahey, T.H. (1992). A history of psychology: Main currents in psychological thought. New York: Prentice-Hall.
Watson, R.I. (1978). The great psychologists. New York: J.B. Lippincott
Wright, M.J. & Myers, C.R. (1982). History of Academic Psychology in Canada. Toronto: Hogrefe.
Possible Midterm Exam Questions
for Psychology 402
- Summer 1994 -
For the mid-term you will be asked to write a maximum of five pages (typed double space) on two of the following questions:
1. Choose one or more early "phlosopher-scientist(s)" (i.e., Aristotle, Bacon, Hobbes, Descartes, Vico, Locke, Hume, Kant, Herder, Hegel, Mill... ) and discuss any possible influences upon a 20th century philosophy of science (i.e., Positivism, Falsificationism, Paradigmatic Revolutionism, Scientific Anarchism, Feminism, or Hermeneutics). Compare and contrast, or discuss the forms and types of influence present.
2. What are the most significant contributions made by the traditions of empiricism and rationalism to modern philosophies of science?
3. What characteristically constitutes legitimate knowledge (scientific or otherwise) for each of the major philosophies of science examined (i.e., Positivism, Falsificationism, Paradigmatic Revolutionism, Scientific Anarchism, Feminism, or Hermeneutics)? As such, what is the role played by truth in these theories?
4. What are the most important grounds for choosing a paradigm, research programme, or cosmology? What makes this so? Why are other grounds less important?
5. Compare and contrast two of the significant traditions examined in this course. In doing so, discuss the worldviews used, including the ontological (metaphysical), epistemological, logical and ethical assumptions associated with them. What might be the implications for the discipline of psychology in adopting these traditions?
6. Focussing on important issues, discuss the relative merits and demerits of adopting a naturwissenshaften versus a geisteswissenshaften perspective for psychology.
7. Do politics play a major role in the development of a scientific discipline? If so, in what ways does this occur and why is it important? If not, how are they kept separate and what makes this important?
8. Which philosophy(ies) of science covered in this course did you find most valuable, and which philosophy of science did you find least valuable? Why was this so for each? What led you to think that this was the case?