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History of Psychology 2017/2018

  • 4 ECTS
  • Taught in Portuguese
  • Continuous Assessment

Objectives

O1: Describe the historical development of Psychology and understand its identity in connection with its philosophical and physiological routes.
O2: Know the life and work of the authors that marked the history of psychology, as well as their respective systems of thinking of contexts of training.
O3: Understand the sequential nature of the schools of the theoretical and/or ideological assumptions of the most significant schools of psychology throughout history.
O4: Recognize the global contextual history that instigated the sequential development of the most significant schools of psychology
O5: Articulate a global and integrative vision of psychology as a science and profession in contemporary psychology, concerning its field of study, methods, techniques, and scientific and social goals.

Recommended Prerequisites

Is not applicable.

Teaching Metodology

Classes will be a theoretical and practical nature, balancing the conceptual framework of the programmatic contents with their practical application, by resourcing to the analyses of materials and papers relating to those contents. Guided discussion will always be privileged, alongside critical and creative reflection and cooperative learning, based analyzing seminal works to the exploration and understanding of the history of psychology. Relevant and specific bibliography will be recommended to students throughout the semester.
The UC will be evaluated constinuously.

Body of Work

1. Introduction to the study of the history of psychology
2. Philosophical routes of psychology
2.1. Ancient Greece and ancient Rome
2.2. The renaissance
2.3. Rationalism
2.4. Existentialism
3. Physiological routes of psychology
4. History of psychology as an applied science
4.1. Functionalism
4.2. Behaviorism
4.3. Gestalt psychology
4.4. Psychoanalysis
4.5. Humanist psychology
5. Recent advances in psychology
5.1. The cognitive revolution
5.2 Cognitive psychology
5.3. Acceptance and commitment focused psychology
5.4 Compassion focused psychology
6. The role of psychology in contemporary society
6.1. New challenges to training
6.2. New challenges to investigation
6.3. New challenges to application

Recommended Bibliography

- Benjaming, L.T. (Ed.) (2009). A history of psychology: Original sources and contemporary research. Oxford: Blackwell.
- Hergenhahn, B.R. & Henley T.B. (2014). An introduction to the History of Psychology (7th ed.). New York: Wadsworth Publishing.
- Kind, B., Viney, W., & Woody, W. (2009). A history of psychology: Ideas and context. Boston: Pearson.
Schultz, D.P. & Schultz, S.E. (2009). História da psicologia moderna. São Paulo: Cengage Learning.
- https://psychcentral.com/classics/
- http://psychclassics.yorku.ca/

Complementary Bibliography

- Goodwin, C.J. (2010). História da Psicologia moderna. São Paulo: Cultrix
- Benjamin, L.T. (2006). A history of psychology in letters (2nd ed.). Oxford: Blackwell
- http://www.yorku.ca/christo/podcasts/

Weekly Planning

S1: Student reception provided by the UPT
S2: Presentation of the UC & Introduction to the study of the history of psychology
S3: Phylosophical routes of psychology – Ancient Greece and Rome & Renaissance
S4: Phhylosophical routes of psychology – Racionalism & Existencialism
S5: Physiological routes of psychology & Mini-Test I
S6: Psychology as an applied science – Functionalism
S7: Psychology as an applied science – Behaviorism
S8: Psychology as an applied science – Gestalt psychology & Humanist Psychology
S9: Psychology as an applied science – Psychoanalysis
S10: Critical and comparative analyses of contents/ Support to study & Mini-test II
S11: The cognitive revolution & Cognitive psychology
S12: Cognitive psychology & Psychology based on acceptance and commitment
S13: Psychology based on compassion & The role of psychology in contemporary society
S14: Critical and comparative analyses of contents/ Support to study & Mini-test III
S15: Correction of the Mini-tests / Feedback on the semester

Demonstration of the syllabus coherence with the curricular unit's objectives

The first goal (i.e., Describe the historical development of Psychology and understand its identity in connection with its philosophical and physiological routes) will essentially be achieved by exploring the contents in themes 2 and 3. The second, third and fourth goals (i.e., Know the life and work of the authors that marked the history of psychology, as well as their respective systems of thinking of contexts of training; Understand the sequential nature of the schools of the theoretical and/or ideological assumptions of the most significant schools of psychology throughout history, and Recognize the global contextual history that instigated the sequential development of the most significant schools of psychology) will be approached and achieved throughout exploring themes 4 and 5 of the intended contents. The fifth goal (i.e., Articulate a global and integrative vision of psychology as a science and profession in contemporary psychology, concerning its field of study, methods, tech

Demonstration of the teaching methodologies coherence with the curricular unit's objectives

The UC on the History of psychology holds goals that are fundamentally based on the acquisition of knowledge, and in the articulation and sequential integration of that knowledge. So, an exposure method that does not neglect both the active, critical and cooperative exploration of the contents and the interactivity by and with the students, seems as the most appropriate to achieve such goals. Likewise, in order to successive and sequential knowledge to be acquired, students will be called upon to be continuously evaluated, either by in-class tasks requiring reflection and practical application of contents or by mini-tests with both multiple choice and development questions.

relevant generic skillimproved?assessed?
Commitment to effectivenessYes 
Commitment to qualityYesYes
Ethical and responsible behaviourYesYes
Event organization, planning and managementYesYes
Information and learning managementYesYes
Initiative and entrepreneurship capabilityYesYes
Problem Analysis and AssessmentYesYes
Relating to othersYes 
Research skillsYesYes
TeamworkYes 
Written and verbal communications skillsYesYes
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