|
Course Descriptions
Required Courses
70500 Statistical Methods
in Psychology I
This course introduces students to data analysis techniques
that are suitable for field research projects. Heavy emphasis
is given to various regression models, univariate and multivariate
analysis of variance techniques and time series intervention
models. Students are given experience using computer programs
from SAS, SPSS-X, and BMDP. New students who have completed
a graduate statistics course may be able to use that in lieu
of this requirement. 705 Statistics I and 706 Statistics
II are required by the Ph.D. Program in Psychology.
BACK TO SCHEDULE
70600 Statistical Methods
in Psychology II
Psychology 706 is a continuation of Psychology 705. The topics
covered include confidence intervals for regression parameters
and their use in prediction problems, simultaneous, stepwise,
and hierarchic regression models, power analysis, simple
and factorial analysis of variance (balanced and unbalanced
cases), post-hoc comparisons, simple and factorial multivariate
analyses of variance.
BACK TO SCHEDULE
70500 Statistical Methods in
Psychology I
The purpose of this course is to introduce the student
to the basic principles underlying statistical inference,
to provide an understanding of basic statistical analyses
(t-tests, simple analysis of variance and regression models,
non-parametric methods) and to provide an introduction to
the use of statistical computer packages.
BACK TO SCHEDULE
70600 Statistical Methods in
Psychology II
The following topics are considered: (a) the description
of multi variate data sets, (b ) multiple regression analysis,
(c) analysis of variance for factorial designs, (d) randomized
block designs, and (e) analysis of covariance.
BACK TO SCHEDULE
72900 Research Methods In Human
Developmental Psychology I-II
The course is designed to introduce the student to methods
for conducting research on psychological problems within
a developmental framework. General topics included are: what
is special about the developmental approach to psychology,
the relationship between theory and method, selecting participants
(subjects), obtaining human subjects’ approval, kinds
of design (especially cross-sectional, longitudinal, cross-lagged),
measurement, data analysis, and interpretation. Special topics
include changing behavior and cross-sectional research. In
each case, the topic is approached didactically and practically.
The student is expected to complete a pilot study of a research
project and a (re)design of same.
BACK TO SCHEDULE
79200 Research Methods and
Ethics in Environmental Psychology I
The class will cover issues, problems and ethics of various
field research issues including problem definition, research
design, review of literature, and data analysis. Specific
techniques covered include observation, interviews, questionnaires,
participatory methods, graphics, community studies and social
impact assessment.
BACK TO SCHEDULE
79300 Research Methods and
Ethics in Environmental Psychology II
This course is a continuation of Research Methods and Ethics
in Environmental Psychology I, covering the major research
techniques used in Environmental Psychology, the rationale
for their use, their strengths and limitations and ethical
concerns. The research problems selected by students in the
first semester are pursued, with the design and application
of appropriate data collection techniques. The laboratory
meeting enables discussion of research questions specific
to the ongoing studies. The class terminates with a presentation
of the research and a final paper.
BACK TO SCHEDULE
80103 Introduction to Environmental
Social Science (ESS I)
This course is designed to provide a survey of the range
of disciplines that comprise the field of Environmental Social
Science. Readings are designed to broaden the students' familiarity
with literature concerning peoples engagements with the physical
environment from the fields of anthropology, sociology, geography,
urban planning, architecture, environmental design and management,
and psychology.
BACK TO SCHEDULE
80103 Environmental Social Science
II: Ecological Concepts in Psychology
This course examines the strands of ecological thought in
psychology ranging from self- proclaimed ecological theorist
such as J.J. Gibson, Egon Brunswick, and Roger Barker through
other theorists for whom context was crucial, such as Kurt
Lewin and L.S. Vygotsky. More recent work is drawn from artificial
intelligence, environmental and developmental psychology,
and discourse analysis. The goal of the course is to help
students develop a theoretical basis for understanding psychological
processes as embedded in the physical, social, and cultural
world.
BACK TO SCHEDULE
80103 Stress,
Coping, Trauma and Resilience
In 1962, a seminal, observational study of adjustment to
chronic disease appeared in the Archives of General Psychiatry
(Visotsky, Hamburg, Goss, & Lebovits, 1962). Its authors
posed questions regarding adjustment to polio that continue
to stimulate research today: "How is it possible to deal
with such powerful, pervasive, and enduring stresses as are
involved in severe polio? What are the types of coping behavior
that contribute to favorable outcomes?" (p. 28). Four decades
later, theoretical and empirical consideration of these questions
have produced multifaceted conceptualizations of adjustment,
theoretical frameworks for understanding determinants of
adjustment, and empirical evidence regarding factors that
contribute to untoward or favorable outcomes The seminar
focuses on the intersections among the constructs of stress,
coping, trauma, and resilience (or positive adaptational
outcomes)-- in particular, those theories that provide clues
on those factors that enhance adaptation. We will explore
how stress affects psychological functioning and physical
health, and the interpersonal and environmental resources
that individuals and communities draw upon to cope with stress/trauma.
Historically, in psychology, we have focused almost on negative
health and mental health consequences of stress and trauma.
But what factors allow individuals, communities, and societies
to flourish in the face of stress/trauma? To answer these
questions, we will read the literature while focusing on
several areas -- the terrorist events of 9-11, the experience
of cancer, and loss and bereavement. Although this is not
a clinical course, our study will include some research on
psychosocial interventions designed to minimize the impact
of trauma.
BACK TO SCHEDULE
80103 Home, Homeland
and Homelessness
The focus of this seminar is on people’s connections to places,
particularly to their homes, their homelands and the implications
of their loss. We will begin with an analysis of theories
of home, its meanings and functions, its changes over time
and its roles in people’s lives. We then will consider the
implications of the loss of home and explanations for the
increases in contemporary homelessness. Finally, we will
address homelands, raising questions regarding contestations
over territories, and the significance of homelands in light
of increasing global concerns. Through readings on history,
theory and research, exploration of the interests of class
members, as well as the work of outside guests who have studied
theses issues, we will try to clarify the implications of
place meanings and place attachments.
BACK TO SCHEDULE
80103 Environmental Social Science
III: Social and Cultural Theory
This seminar is part of a three course sequence that introduces
first and second year graduate students to the multidisciplinary
theoretical bases of the environmental social science field.
The readings are divided into four parts: 1) From culture
to interpretation includes cognitive, ecological and interpretive
theories of culture and environment drawn from anthropology.
2) From structure to practice covers the transformation of
structural theories of social behavior to theories that include
human agency and link actors to the social and physical environment
through practice. 3) From history to political economy traces
Marxism in its many forms, and focuses on Marxist geographical
theory as it redefines space and spatial practices in such
a way as to understand the production of space and the social
reproduction of the class structure that supports uneven
development. The final part reviews 4) critical theories:
race, class, and gender including recent work in feminism,
critical race theory, post colonial theory, and critical
literary theory.
BACK TO SCHEDULE
80103
Developmental Psychopathology
The seminar is designed to provide students with a solid
background in developmental psychopathology. This seminar
is not designed as a practicum, but instead is designed to
provide basic knowledge of a broad range of areas relevant
to the conceptualization of psychopathology to build upon.
Therefore, in this seminar we will examine psychopathology
from a developmental perspective through a consideration
of relevant theory, empirical investigations, and clinical
case material. We will attempt to keep a fairly even balance
between focusing on the historical background, the current
research related to particular maladies, and the more clinical
or applied aspects of working clinically with children. Major
topics covered will include: contrasting models of psychopathology;
taxonomic/classification and epidemiology of childhood psychopathology;
course and outcome of childhood disorders; therapeutic approaches
and their effectiveness and efficacy; and risk, trauma, and
resilience. Specific disorders covered include: Anxiety disorders;
mood disorders; personality disorders; schizophrenia; conduct
disorder; attention deficit disorder; and autism spectrum
disorders. We will also consider important areas of controversy
in the field. The following issues will be considered during
the semester: genetics versus environmental contributions
to psychopathology; attachment versus temperamental explanations
for child traits; the long-term effects of early childhood
experience; effects of cocaine exposure on infants and children,
pharmacology versus psychotherapy in the treatment for children
and adolescents; bipolar disorder in children.
BACK TO SCHEDULE
80103 Health
Behavior Change: Theories and Interventions
Psychologists are under increased pressure to play a greater
role in promoting health and reducing unhealthy behaviors
which are likely to lead to illness, injury, or death. Over
half of the premature deaths in the United States are preventable.
This course will address major theories of health behavior
change and how these theories can be used to guide the development,
implementation, and evaluation of individual, group, and
community-level behavioral interventions designed to improve
health. Issues involved in the delivery of health related
interventions for behaviors related to HIV/STD prevention,
alcohol/cigarette/drug use, and other health-related behaviors
will be presented. In addition, techniques and approaches
used to deliver such interventions will be discussed.
BACK TO SCHEDULE
72000 Developmental Psychology I
Various theoretical approaches and methods to studying cognitive,
social, perceptual, and affective development will be considered.
Philosophical positions regarding scientific explanations
and experimental paradigms, along with value presuppositions
regarding the nature of development and developmental theories
also will be considered.
BACK TO SCHEDULE
72100 Developmental Psychology II
This course examines theories, methods, and research in social
development with a focus on socio-cognitive and socio-emotional
development. Topics include self as a social construct, relationships
between self and society, social interaction and cognitive
change, affect and intelligence. We also consider implications
of social development theories for practice and policy that
benefit children and adolescents.
BACK TO SCHEDULE
80101 Proseminar in Developmental
Psychology I - II
This course is required for all first year Developmental
students, providing for an opportunity to meet with the faculty
to learn of their current research and projects.
BACK TO SCHEDULE
80103 Proseminar in Social
Personality Psychology I - II
This course is for first-year students in social-personality
psychology. The course was designed to provide professional
socialization from the start of doctoral training. CUNY faculty
both from the Social-Personality Psychology program and other
subprograms present their current work, and students will
learn basic professional skills such as how to write a curriculum
vitae, create a conference poster, write an abstract, and
read statistical tables.
BACK TO SCHEDULE
80103 Social-Personality Psychology
I - II
This is a required course for all first year Social-Personality
students. We will read and discuss materials that well exemplify
the (a) link between the intellectual concerns of personality
psychologists and social psychologists and (b) the need to
approach human behavior through a variety of levels of analysis,
moving from the individual through the cultural level. Students
will be introduced to some classic texts in behavioral and
social science as well as contemporary examples of broad-based
psychological research.
BACK TO SCHEDULE
80101 Lab in Social Personality
Psychology I - II
This is a required course for first year Social-Personality
students. It provides a context for students’ development
of their second-year project ideas. Emphasis is placed on
both faculty and students’ provision of useful feedback
on both conceptual and methodological elaborations. The major
project of the semester will be each student’s completion
of a full length and critical literature review. This will
serve as the foundation for each student’s second year
project.
BACK TO SCHEDULE
80101 Proseminar
in Psychology and the Law
The Proseminar in Psychology and Law will introduce students
to the range and diversity of topics in this emergent and
exciting field of applied psychology. At each session a member
of the faculty of the Psychology and Law Concentration will
present their areas of research and practice. These areas
are the following: Children's welfare (incl. testimony, custody,
abuse and neglect,elinquency, and competency) Gender discrimination
Discrimination; Prison education Police psychology; Gender
and personality issues in forensic psychology Police selection,
Organizational and employment issues in criminal justice
organizations Mental health law; Assessments of dangerousness
Social psychology and law; Gender; Use of scientific evidence
in court Legal decision making; Jury behavior; Eyewitness
reliability; Media and law, Death penalty; Scientific evidence
Application of statistics, measurement, and research methods
in legal cases Children's perception of rights, school discipline;
Youthful offenders' views of the criminal justice system
Criminal behavior; Sexual homicide; Criminal psychopathology
Civil competency; Aggression; Suicide; Research ethics Jury
decision making Mental health law; Psychopathology of criminal
behavior Criminal and civil competencies and capacities;
Development & validation of forensic assessment instruments;
Mental state at time of offense (insanity).
BACK TO SCHEDULE
80103 Research Design in
Social & Personality Psychology I
This course is the second semester of introductory research
methods for social-personality psychology students. The course
will focus on specific methods and strategies for conducting
research. Included will be discussion of techniques such
as questionnaire construction, interviewing, participant
observation, and meta-analysis. The course will be organized
in modular form and will involve presentations from multiple
faculty.
BACK TO SCHEDULE
80103 Qualitative
Research Interviewing
This course covers theory, development, and utilization of
qualitative research interviewing in psychosocial studies
with particular focus on multicultural and social justice
issues. It will distinguish between this form of interviewing
from other more structured interview techniques, such as
surveys and those from other disciplines. The course will
follow development of interview format from origin of exploratory
ideas, conceptual and theoretical foundations, creating interview
content and structure, learning techniques of effective interviewing,
monitoring the interview and subjects' responses, to issues
for data analysis. Role play and feedback sessions are part
of the course.
BACK TO SCHEDULE
80000 Seminar in Current Psychological
Research - AKA Current Topics in Developmental, Environmental
and Social Personality Psychology
This seminar covers current research in developmental,
environmental and social personality psychology through presentations
by guest speakers, discussions around topics in formation,
and issues related to students’ research. We have organized
a mix of presentations for this semester that reflect the
many interests across the three subprograms. Also, we have
scheduled the first Wednesday of every month for ‘Community
Meetings’ in which each subprogram will meet separately and
will have the opportunity for general discussion of issues
based in your own subprogram as well as other program-wide
concerns.
BACK TO SCHEDULE
80100 Second Year Research Seminar
I - II(Developmental)
An informal group of students preparing second year research
projects which discusses problems of research problem formation
and research design.
BACK TO SCHEDULE
80103 Second Year Research
Seminar I (Environmental)
This is the Second Year Research Paper Seminar. The goal
of this seminar is to develop individual research projects
including problem formulation, literature review, research
design, definition of methods, implementation and analysis.
The first semester focus is on problem formulation, literature
review and design of research including methods. Ethical
concerns are addressed throughout the year.
BACK TO SCHEDULE
80103 Second Year Research
Seminar II (Environmental)
This is the second half of the Second Year Paper Seminar.
The goal of this seminar is to continue work on individual
research projects. The second semester focus is on the conduct
of the research including data collection and analysis and
writing up the final paper, preferably one that is publishable.
BACK TO SCHEDULE
80103 Social-Personality
Psychology I
This is a required course for all first year Social-Personality
students. We will read and discuss materials that well exemplify
the (a) link between the intellectual concerns of personality
psychologists and social psychologists and (b) the need to
approach human behavior through a variety of levels of analysis,
moving from the individual through the cultural level. Students
will be introduced to some classic texts in behavioral and
social science as well as contemporary examples of broad-based
psychological research.
BACK TO SCHEDULE
80101 Second Year Research Seminar
I - II(Social Personality)
This course serves as a component of the second-year independent
research project requirement. During the first semester students
develop and prepare a research proposal. Course content is
organized according to the issues and written genres essential
to develop a research proposal: theory and problem formulation,
critical literature review, hypothesis development, methods
(sample, procedures, design, data analysis plan), and IRB
approval. By the end of the first semester, students are
expected to have a study ready for pilot testing and are
required to submit a research proposal. Students are expected
to carry out the project during the second semester and course
content will again follow from the issues faced by researchers
implementing a study. These issues include subject recruitment,
data collection, analysis and reporting results. The final
products include a journal-length article reporting the study
and an oral presentation.
BACK TO SCHEDULE
77100 Ethical Issues for Research
Psychologists
This course is designed to provide a forum for discussion
about the ethical issues of doing research with "human subjects",
and the ethical issues raised daily in the academy. The course
will cover the federal regulations for the protection of
human subjects (and the underlying philosophy for and history
of them), the different ethical issues that arise with different
research methods, the dialectic between ethics and science,
and the issues concerning special populations. The course
will also cover a number of areas of professional ethics,
including teaching, mentoring and publication. Ethical issues
arising in psychological research will be considered through
the use of case studies, debates, role-playing and discussion
of diverse experiences.
BACK TO SCHEDULE
Electives
80100 Discourse Theory and Analysis
This course is about theory and practice of discourse analysis.
The course reviews different theories of discourse and specific
data analytic approaches derived in these theoretical contexts.
We explore discourse analysis as the ongoing interaction
of theory and practice from critical comparisons of diverse
approaches and focus on complexities within several approaches
as they apply to students' research. Readings are drawn from
disciplines including psychology (social, personality, developmental),
anthropology, literary theory, and sociology. We apply theory
to oral, written, spontaneous, planned, and published texts
as sites of creation, reflection and integration of culture,
knowledge, and identity. Course work includes participating
in discourse analysis labs, as well as reading and writing.
Students are invited to bring their own projects and data
in to the course.
BACK TO SCHEDULE
80100 Epistemology
Epistemology refers to "how do we know?: There are classic
formulations that treat the problem of knowing as one of "how
does this ‘inside’ (the mind the brain, cognition,
the soul) "get to know about that outside." (The
world, Others in the world). This essentially dualistic formulation
is rooted in a particular Cartesian version of the knowing
relationship, New models of knowing have sprung up in Psychology
and in other fields in the social sciences and humanities.
This critique has even been extended to the workings of scientific
laboratories.
BACK TO SCHEDULE
80100 Experimental Psychology
and the Law
This course is a seminar that will examine the relationship
between social science and the law. The course will adopt
an interdisciplinary approach both in content and style.
We will study social science and law from 3 converging points
of view: 1) using social science research and theory in dispute
resolution, 2) using social scientific analysis of legal
doctrine to formulate public policy, and 3) studying the
research results of social science (especially psychology)
as it attempts to understand the legal system. We will begin
by studying the origins of the relationship between social
science and the law and the functions of the law from a social
scientific perspective. Next, we will briefly discuss some
of the methodological problems of answering legal questions
with scientific analysis.
After discussing the foundations of the relationship, we
will examine specific legal problems from a social scientific
point of view. Adopting Monahan and Walker's typology, we
will examine the use of social science to determine factual
issues specific to a particular case, establish legal rules
that set precedent for future disputes, provide context or
background for determining facts important only to a specific
case, shape the court system and set public policy, and assist
attorneys in preparing for litigation. While examining these
topics we will focus on a number of specific legal issues
including trademark law, obscenity, school desegregation,
jury size, death qualification, the death penalty, rules
of evidence, tort liability of special defendants, setting
bail, parole, searches and seizures, criminal defenses (including
eyewitness identification), note- taking by jurors, rules
of evidence, custody mediation, alternative forms of dispute
resolution, changing venue, juror selection, and jury instructions.
In the process of studying the relationship between law and
social science, we will look at the results of research that
speak directly and indirectly to the issues raised in the
law. Although our efforts will focus on psychological research,
we will examine contributions of sociologists, anthropologists,
and economists where it is appropriate. While selections
from the supplemental readings will provide the basic reference
for our discussion of research findings, individual students
will be encouraged and at times required to extend their
search for social scientific findings to professional journals
which report recent and pertinent findings about legal issues.
Course Objectives: This is a survey course with the overall
objective of introducing the interdisciplinary approach of
sociolegal and psychological jurisprudence to students of
social science and students of law. The students are expected
to (1) become comfortable in translating legal problems into
social scientific questions and social scientific findings
into legal arguments, (2) learn about the resources available
for the study of sociolegal and psychological jurisprudence,
(3) gain a fundamental understanding of the general content
area, and (4) master a specific problem area.
BACK TO SCHEDULE
80100 Interviewing Children
This is an advanced research methods seminar exploring the
strengths and weaknesses of different methods for allowing
children to express their knowledge, interests, concerns
or feelings. Techniques used by developmental psychologists,
clinical psychologists, anthropologists, sociologists, journalists,
educators, social workers and market researchers will be
compared. Film, video and transcripts will be used as resources.
Consideration will also be given to the full range of props
available in working with children. Techniques will include
drawing, the use of toys, dolls, collage, and a variety of
verbal methods, including children in groups and the production
of collective texts. Considerable emphasis will be given
to the politics of the relationship between the interviewer
and child, and to ethical issues. Students will be required
to complete a very thorough interview with a child supplemented
with an extensive commentary and self-critique involving
all of the issues covered in the seminar, including the consideration
of alternative approaches.
BACK TO SCHEDULE
80100 Spatial Conflicts: Local
to International
This seminar is an examination of the grounds for socio-spatial
conflicts that range from conflicts over single spaces, neighborhood
conflicts (intra- and between neighborhoods) to intra-country
and across country conflicts. We will cover topics such as
personal space, territoriality, the creation of strangers,
space identity and nationalism. Readings will be supplemented
by presentations by guest-speakers with the goal of creating
discussion by class members.
BACK TO SCHEDULE
80100 Language and Thought in Development
The course explores the interdependence of language and cognitive
development. Topics will include the emergence of symbolic
thought, the status of prelinguistic categories, representational
formats for declarative memory, cognitive and linguistic
determinants of categorization, and bilingualism. Mechanisms
and factors effecting cognitive change will be discussed.
BACK TO SCHEDULE
80100 Urban Health: Environmental,
Individual, and Social Aspects
Urban health refers to health problems associated with urban
living, as well as health problems that are most likely to
affect populations that are highly concentrated in urban
areas, such as minorities and recent immigrants. This course
surveys the range of urban health problems and attempts to
identify underlying causes and potential solutions to urban
health crises. We begin with a survey of the prevalence and
geography of health problems within and across urban centers,
and how they have changed in recent decades. These problems
include the concentration of certain diseases (e.g., AIDS,
asthma, infant mortality, victimization) and health disparities
among different urban populations (e.g., excess lung cancer
in African Americans, excess asthma in Latinos). We will
explore risk and protective factors that vary with race,
ethnicity, social class, and gender in order to understand
both disease concentration and health disparities. We also
consider the contribution of the physical and social environment
of cities to health. Throughout the course, we will emphasize
the interactions of biological, psychological, social, and
environmental processes in health. Social processes will
include family and small group, cultural, economic and social
structural levels. The course will conclude with an examination
of successful urban health interventions and of the hurdles
involved in mounting such interventions. This section of
the course will focus on characteristics and processes in
urban areas that can support health. For example, urban enclaves
and the cultural diversity of cities can support the health
of vulnerable populations as well as provide unique settings
for successful prevention and treatment programs.
BACK TO SCHEDULE
80100 Proseminar in Psychology
I
The Proseminar in Psychology targets the first-year doctoral
students of all ten subprograms. It addresses issues that
have been the focus of theoretical and empirical research
across the disciplines of psychology. The Proseminar presents
and integrates the disciplinary perspectives bearing on each
issue. In so doing, it reminds one that each discipline makes
critical contributions to our understanding of the individual.It
also indicates that psychology is bigger than the sum of
its disciplines.The Proseminar will address two seminal issues
-- implicit memory and the self -- from three vantage points:
(1) From the biological level through the "mind-body" individual.
The individual is an intact entity comprised of various biological
systems in interaction and transaction with each other. These
systems also interact with the mind.(2) From the individual
through the environment. The individual is nested within
environmental strata (e.g., family, society, culture) and
both the individual and the strata are constantly interacting
and affecting one another.(3) From a historical perspective.
Each issue has a long history of theoretical and empirical
research within psychology. We focus on how that knowledge
has changed over time and where it may lead in the future.To
accomplish the goals of the Proseminar, we are drawing upon
the expertise of faculty from the ten subprograms. Each issue
also has a coordinator to ensure a cohesive presentation
and discussion of the issue with the students. My job, as
the leader of the Proseminar, is to ensure that all runs
smoothly and according to plan.
BACK TO SCHEDULE
80100 Race, Ethnicity & Urban
Ethnography
This course combines reading and discussion of exemplary
ethnographies with direct field experiences in urban ethnography.
By paying specific attention to literature that addresses
race/ethnicity as well as gender, class, and sexual orientation
inequality, this course provides a critical Consideration
of the contributions of the ethnographic tradition. To emphasize
changes and continuities in the study of racial and ethnic
communities, the material for this course will employ classic
Chicago School-style ethnographies, post-World War II urban
ethnographies, and contemporary works. Students who have
no experience in field methods and participant observations
are welcome, as are students with on-going field research
projects. All participants will be expected to write and
share field notes and to complete a semester project.
Because students will be able to choose from a wide variety
of ethnographies as well as field locations, this course
is appropriate for students in the traditional social sciences
(e.g. sociology, anthropology, psychology, history) as well
as more contemporary ones (e.g. gender studies, race studies,
American studies, cultural studies, lesbian and gay studies).
BACK TO SCHEDULE
80100 History and Paradigms in
Psychology
Psychology today is clearly a discipline in search of its
own identity and status among other sciences as well as the
ways to strengthen its role in society at large. Can psychology
continue to exist as a landscape of competing theories without
undermining its own legitimacy as well as its ability to
address issues of a broad societal significance? Or can a
unifying paradigm that would render a nondualistic and nonreductional
explanation to diverse findings across psychology's sub-disciplines
be found and explicated? This course offers a critical reflection
on diverse psychological paradigms as they emerged in the
history of this discipline in attempts to answer the very
fundamental questions pertinent to any psychological inquiry:
What is the nature of human mind and human development? How
to study them in a meaningful and objective way? The roots,
the meaning and the implications of several prominent paradigms
in psychology -- behaviorism, cognitivism, constructivism,
phenomenology, and evolutionary perspective -- will be revealed
and discussed. Advances in dynamic systems theory as well
as in cultural-historical activity theory will be explored
in view of their benefits in curing psychology's most serious
ailments such as its theoretical fragmentation, its methodological
anarchy, and the gap between research and practice.
BACK TO SCHEDULE
80100 Social and Environmental
Policy
No social need (whether for a clean environment, a good transportation
system, or ways of dealing with the poor) can be addressed
without the need to understand what public policies can do
and can't do. It is simply not enough to say that a need
exists. It is also important to suggest policies that are
likely to be efficient and effective.
In order to understand policies designed to address social "ills" like
environmental pollution, the lack of affordable housing,
the lack of jobs, and inadequate transportation systems,
it is necessary to study the historical and social context
of such policies as well as the particular issues which drive
policy decisions and behavior. This leads to an understanding
not only of why certain policy prescriptions are popular,
but why many of them seem to fail. Why is the environment
so corrupted? Why do we still have enormous income disparities?
Why can't public transportation be better? Why can't inner
cities be developed?
This seminar will address the issue of how social and environmental
policy is evaluated by examining specific policy areas (like
welfare, transportation, economic development, and hazardous
waste). Using both qualitative and quantitative methods,
students will analyze policies. In addition to class discussion,
students will choose a subject for in-depth analysis as a
term project.
BACK TO SCHEDULE
80100 Architecture Design Studio:
Environmental Diversity Through Design- Architecture and
Food
Architecture students from city college school of architecture
along with graduate students from the cuny graduate center
in environmental psychology will collaborate in a fall elective
exploring the relationship between architecture (design)
and food.
We will explore and investigate food and design from delivery,
to preparation, to display, to serving, to consumption, to
disposal....the forms, spaces and products that are inherent
in its continuum. we will also explore the variations of
these processes through a multi-cultural perspective.
How do different groups and different eating styles call
for different design approaches?
Join us as we explore the diversity of new york's peoples
through the architecture of their foods and the foods of
their architecture - field trips, dialogue sessions, design
investigations and workshops, and eating.
Come join us with an open mind and an empty stomach.
BACK TO SCHEDULE
80101 Statistical Consulting
Seminar
The purpose of this course is to afford students the opportunity
to apply their statistical and research design skills to
real life research problems. Each week, an invited guest
will describe a statistical, measurement, or research design
question that they have not been able to "solve" on their
own. Students in the class together with the instructors,
will serve as statistical consultants and offer possible
solutions to the problems. Regular class attendance is the
only course requirement.
BACK TO SCHEDULE
80103 Health Psychology
This course presents an overview of psychological theory
and research in health, illness and health care. Course readings
and class discussions will review issues in the prevention,
treatment and progression of acute and chronic illness. The
aims of this course are three-fold. First, students will
become acquainted with current knowledge in substantive areas,
such as patient-physician relationships, risk factors in
the development of illness, stress and coping, the hospital
environment, and community-based health interventions. Second,
students will develop an understanding of the models, theories
and methods used to explore person and environment factors
in health and disease. Third, issues will be discussed with
an awareness of socio-cultural diversity and the importance
of understanding context; specifically, each topic area will
be examined as it relates to issues of gender, age, and ethnicity.
BACK TO SCHEDULE
80100 Identity Development and
Consequences
The seminar focuses on the unfolding of personal identity
and the individual and social forces that influence identity
formation. It addresses the adaptational and health-related
correlates of identity formation and integration. The impact
of time on individual and cohort changes in identity processes
is of interest. The seminar targets the identity development
of gay/lesbian and immigrant individuals as discussion exemplars
because each group experiences a discontinuity between a
former identity (e.g., as a straight person or a member of
the majority group in the native land) and a new identity.
In the process, within group differences are considered,
particularly what they imply about internal power dynamics.
Further, attention is drawn to unspoken and uninvestigated
identities, specifically those which are neither discredited
nor discreditable and which serve as the counterparts to
gay/lesbian and immigrant (ethnic) identities.
BACK TO SCHEDULE
80100 Research Seminar in Personality,
Social Structures/Processes, and Culture
This research seminar will provide a space for discussion
of projects that require thinking and looking seriously at
individual persons, local contexts, and broader social and
cultural structures. At issue is how to conceive of, observe,
and interpret experiences and stories of individuals set
within particular social places and times and framed by cultural
representations, including those of a global scope. There
will be a revisiting of earlier social science work (e.g.,
that on Personality and Social Structure and Personality
and Culture) but the emphasis will be on the updating and
transformation of these approaches to suit research possibilities
in the postmodern period. Topics to which this theory and
methods development could be applied include health and illness,
religion and spirituality, fashion, self and identity, and
more. Seminar participants will select the topics and specific
research questions.
BACK TO SCHEDULE
80100 Evaluation Research and
Consultation
This course integrates several aspects of program evaluation
into a practicum-based experience. The course will provide
an overview of basic theory and methods of evaluation research
and include a focus on the practical application of theory
and method to evaluation consultation. Topics will include:
design fundamentals; negotiating the evaluation consultant
role; evaluation goal setting; designing the evaluation;
thoughtful questionnaires and interviews; data analysis applications
in evaluation; reporting and problem solving. Students will
be required to participate in identifying evaluation settings
and in the completion of a "mock" cooperative evaluation
design project. The course is useful for students who plan
to work in community-based or government agencies and/or
who may wish to be involved in intervention research or research
consultation. Students who wish to audit only must register
for "0" credits and participate fully in the class meetings
and cooperative project although a written product is not
necessary.
BACK TO SCHEDULE
80100 Theories of Social
(In) Justice
Students will be expected to read broadly and deeply the
psychological, anthropological and sociological literatures
on experiences and perceptions of social injustice. Students
engage in writing two major pieces for the course: an intellectual
autobiography around an idea that compels them through the
readings, and a short fictional story written from a situated
perspective in the midst of conditions of injustice (perspective
of privilege, intersectionality....) Readings bridge across
critical theory, feminist theory, queer theory and critical
race theory. Conversation with the instructor preferred prior
to enrollment.
BACK TO SCHEDULE
80100 Research Seminar in
Social Injustice
In this course we will read broadly theoretical and empirical
work on questions of social injustice, including social psychological
writings, class based analyses, feminist theory, critical
race theory and recent work on sexualities. Students will
be asked to pursue a piece of original research (individuals
or in collaboration) for the class on a question of social
injustice, and be expected to produce a comprehensive critical
literature review by class end. The course will be organized
as a research collective, in which we will review questions
of theory, methods, ethics, collaboration and the research-policy
nexus.
BACK TO SCHEDULE
80100 Psychological Measurement:
Theory, Critical Issues, and Practical Applications
This is an advanced methods course that will provide an intensive
consideration of the basic psychometric concepts of reliability
and validity as they relate to the construction of psychological
measurement tools. Students will develop the fundamental
skills necessary to construct and evaluate a new measure
as well as the skills to critically evaluate existing measures.
The course is not a statistics course, although students
will be expected to understand and conduct statistical analyses
as part of their assignments. Throughout the course, we will
pay attention to the social and ethical issues surrounding
psychological measurement.
BACK TO SCHEDULE
80100 Time and Place in Cyberspace
The study of how people experience time and place through
the internet is an emerging field. This seminar will examine
the use of web-based software through the lens of social
construction theories to explore how the built environments
of cyberspace are designed, developed and changed by people
through their work and life worlds. This is an interdisciplinary
seminar addressing issues of how time and place are designed,
created and experienced. It will also explore issues of identity,
gender, communication, and the political economy of cyberenvironments.
The focus this semester will be on the theories of Latour,
Law, Coburn and others, using Actor-Network theory to examine
new technology as it is being created and while it is being
used.
BACK TO SCHEDULE
80103 Qualitative Research Methods:
Theory, Design, and Ethics
This course focuses on rationale and method in human development
and action research. We review, discuss, and practice qualitative
research methods including ethnography, free spaces, interviewing,
and discourse analysis. We take a critical perspective on
research design, considering theory, purpose, and issues
such as multiple methods, ethical issues in studying others,
and issues of diversity. Students apply the course work to
their own research, in particular second year research projects.
BACK TO SCHEDULE
80100 Memory and Cognition: A
Lifespan Approach
In this course, we will discuss various theories of memory,
the research that supports or refutes these theories, and
the implications they have on the decisions that are made
concerning children and adults (both young and old) in everyday
life situations. Introductory topics to be covered will include
a discussion of the proposed subdivisions of memory (e.g.,
implicit, explicit, semantic, episodic), the influence of
information processing models that distinguish among iconic,
short-term and long-term memory, and how advances in neuroscience
and technology have influenced and changed our views of memory.
We will then move on to the more practical issues to be determined
by the class members. Students are encouraged to bring their
favorite topics to the table and discuss them in the context
of what we know about the strengths and limitations of human
memory across the lifespan. For examples, we could examine
the implications of memory loss accompanying aging and discuss
the effectiveness of different methods designed to help adults
compensate for memory loss. Or, we could discuss the firey
debates that arise in the context of the eye-witness testimonies
given by distraught children and adults. The goal of the
course is to give students a clearer understanding of the
different views of human memory and how these views (rightly
or wrongly) influence the decisions that are made in everyday
life.
BACK TO SCHEDULE
80100 Play, Fantasy and Imagination
This seminar will consider the constructs of play, fantasy
and imagination in terms of their common meanings and differences
as discussed in the psychological literatures in clinical
and developmental psychology. Central to this consideration
will be the emergence of symbolism and self in relation to
play and fantasy Special attention will be given to the meaning
and use of play in the lives of children, the role of fantasy
in human life and thought, and the role of imagination in
planning, problem solving and creative thinking. Both empirical
and theoretical sources will constitute the readings.
BACK TO SCHEDULE
80100 Resilience and Psychological
Well-being
Overcoming difficult experiences in life, adverse circumstances,
situations, or unique trauma that put psychological well-being
at risk for dysfunction is an attribute of the resilient
person. Understanding what is meant by resilience, the construct,
theory, research, and personal experience is the focus of
the course. The way resilience is represented in the literature
will be critically analyzed for the class to develop a working
model of resilience as a concept, and means for evolving
research, and practical interventions.Resilience will be
studied from several perspectives: developmental, hardiness
research, attachment, children at risk, trauma, environmental
stress, psychopathology. Resilience over the life span and
the role of culture and ethnicity are vital approaches to
the topics. Discussion of students' research, present or
future projects related to the topic of resilience will be
integrated into the course.Please Note: A course will be
offered in the Spring (Research Seminar: Resilience) for
0 and 1 credit for those of you who are in the process of
doing research in the area, or for those who are thinking
about doing research in the area of resilience.
BACK TO SCHEDULE
80100 Socio-Spatial Conflicts:
From Neighborhood Conflicts to the International Sphere
A number of constructs and theories related to spacial conflicts
have been identified in the social sciences and will be applied
to various contemporary conflicts with a view toward understanding
the nature of the disagreements and directions for the future.
We will consider personal space, territoriality, place connections
and attachments, place identity, prejudice, the stranger,
immigrant / refugees and nations and nationalism. Cultural,
religious and economic conflicts will be examined through
readings, individual projects and guest speakers.
BACK TO SCHEDULE
80100 Ecological PsychologyEcological
Psychology will examine the analysis of psychological functioning,
thinking and acting, in relationship to settings, and what
environments afford semiotically, technologically, socially,
politically and physically.
BACK TO SCHEDULE
80100 Workshop: Introduction to Urban
Geographic Information Systems and MapInfo
This course will introduce the student to urban geographic
information systems (GIS). It is designed as a workshop and
will be taught in a computer lab. In addition to an introduction
to the use and theory of different GIS applications, students
will learn MapInfo Professional. Using data on New York City,
students will be expected to produce maps illustrating a
variety of potential uses for GIS. These will include analysis
of research and policy questions, such as the relationship
between poverty and educational achievement or the location
and impact of health services.
80103 Mapping
for Policy: An Introduction to Geographic Information
This course is a workshop designed to provide practical training
in spatial analysis and hands-on experience in using GIS
(Geographic Information Systems) software. Using the MapInfo
desktop mapping program and examples from many different
decision-making and policy arenas, participants will learn
about the varied uses of maps in everyday analysis tasks.
Classes will be held in the computer lab and (occasionally)
inn a classroom. Classes will be devoted to learning how
to make maps in MapInfo and to discussion of the different
uses of maps for policy. Course Requirements As
with any computer learning, practice is critical. For some
classes, students will be expected to do one or more exercises
which will be reviewed in class. The final project will consist
of a policy analysis with associated maps. Students will
be expected to make a presentation of their results in class
and to hand in a written report. A Brief Note on Content Maps
were used by ancient Mesopotamians, Turks, and Egyptians.
The earliest known maps date from cave paintings or clay
tablets from as early as 6200 b.c. By the 3rd century, scientists
in Alexandria measured the circumference of the earth, which
led to the concepts of longitude and latitude. The first
globe and instructions for map making were produced in the
2nd century b. c. in Alexandria. Roman land surveys were
a key part of governing. Unfortunately, computer mapping
is still a comparatively new field of study, first used by
large corporations in the late 1970s. Therefore, programs
designed to enable computer mapping are complex. It is impossible
to cover all of the topics necessary to become a mapping
professional in a short course. Nonetheless, students who
take this course will be expected to become proficient enough
to handle almost any reasonable mapping project and to understand
critically the benefits and limitations of computerized mapping.
Specifically, we will cover the following areas: An introduction
to overall mapping concepts and GIS 1. An introduction to
conducting spatial analysis using MapInfo 2. Basic knowledge
of the varieties of thematic mapping and geocoding 3. Basic
knowledge of working with databases in MapInfo 4. Introduction
to SQL queries 5. Basic knowledge of working with layouts
and producing maps 6. Making maps which reflect policy issues
We will not cover the following: Projection and coordinate
systems Advanced SQL queries Digitizing with MapInfo Intermediate
and advanced techniques of MapBasic Each of the latter topics
is a highly specialized area of study and is available elsewhere
(geography programs, for example) for those who want a career
in mapping.
BACK TO SCHEDULE
80100 Interdisciplinary Study of
Children and Childhood
This course reviews recent developments in the study of childhood
in the fields of sociology, anthropology, history, geography,
literature, psychology, education and the child and youth
caring professions. These disciplines differ in the degree
to which they include children or childhood as a worthwhile
subject of study. They have each differently constructed
what are the important issues to study and with what theories
and methods. Most of the study of children has until recent
years been left to psychology and hence to an understandably
restricted band of questions and methods. While there has
been a growing recognition in the social sciences of the
social construction of childhood, many of the traditional
universal concepts of childhood have proved to have great
resilience. The course reviews the history of the study of
children and youth, and the contemporary state of affairs,
in each of the disciplines. Guest lecturers from different
fields will help with this task. It offers anyone who is
studying children or youth within any of these disciplines,
the opportunity to stand for a while outside of their field
in order to improve their perspective. Students will be expected
to produce a paper on their specific research area of interest
as it has been differently considered by at least two different
disciplines from their own.
BACK TO SCHEDULE
80100 Public Space/Public Life
and the Threats of Privatization
We will consider the history of public space and public life,
the meanings they hold for people, the variations across
cultures, ages and gender and the challenges presented by
various threats, especially privatization. Through visits
to public spaces, readings, discussions with public space
advocates and managers we will work to clarify the significance
of public spaces and public life in contemporary society.
BACK TO SCHEDULE
80100 Cultural Spaces: A Seminar
for Culture and the Environment
This seminar will begin with a discussion of spatializing
culture, that is the way that culture is produced and expressed
spatially, and the way that space reflects and changes culture.
The concepts of culture and space are then materially and
theoretically linked through an exploration of specific cultural
spaces. The readings are organized around a new book on cultural
spaces being prepared by Setha Low and Denise Lawrence. There
will be six areas of focus: Domestic Spaces (such as homes
and local community), Gendered Spaces (female and male space),
Political Spaces (spaces of resistance and conflict, hierarchy
in place), Urban Spaces (plazas, cityscapes, markets), Remembered
Spaces (all places of memory and longing), and Other Spaces
(heterotopias, gated communities, fantasy spaces and gardens).
Over the course of two week units, classic and current articles
will be read, discussed, then critiqued for their contribution
to this emergent area of study. Students will be asked to
present their own reflections on the readings, and offer
they own ideas about how cultural spaces are to be understood
as well as how they are produced, contested and in some cases
transformed. This seminar will be an unique opportunity to
put together a critical body of literature and to participate
in the formation of a new way of looking at space/place.
Each student will be expected to bring their interests and
work into the body of the class and to prepare a presentation
and short paper on their area of interest as it relates to
the material in the course. All level students are invited
to participate.
BACK TO SCHEDULE
80100 Self and Identity in
Health and Illness
Self and identity are concerns that have preoccupied scholars
in several social scientists, the humanities, and the arts
for decades. Nonetheless, they are now generating an extraordinary
amount of theoretical and empirical attention. We will consider
some early work but spend the majority of class time on recent
efforts. The focus of this seminar will be on self and identity
as they emerge from settings defined by health and illness
- self and identity as they influence and are shaped by these
settings. This course will be of interest to students specializing
in health (e.g., students in health psychology and medical
sociology) but it will also address general concerns about
self and identity, using health and illness phenomena as
data with which to craft general theory about self and identity
processes and structures.
BACK TO SCHEDULE
80100 Ethnicity and Mental Health
The objective of this course is to provide students with
awareness, knowledge, and skills in the interface between
mental health and ethnocultural factors related to psychological
well-being and disorders. This course offers a survey of
the multicultural literature and general psychological literature
representing theory, research, and application in areas and
issues relevant to understanding health and mental health
concerns of ethnic minority populations. The course is structured
around identified mental health concerns of ethnic minority
populations. This includes topics based on public policy
debate, such as cultural competence, diagnostic testing and
classification, distribution of mental disorders, as well
as issues evolving from theoretical and empirical efforts
to distinguish intrapsychic and behavioral patterns unique
to specific ethnic populations. A primary goal of the course
is to expand the possibilities and appropriateness of clinical
interpretations and understanding of the mental health of
various ethnic and cultural groups. Students do research
and develop their own family ethno-cultural genograms to
present in class tracing the intergenerational transmission
of family valves, world views, traditions and practices.
BACK TO SCHEDULE
80100 Cultural Psychology
Most social sciences acknowledge the central importance of
the concept of "culture." Yet the term has many
meanings, and is used in very different ways both within
and between disciplines. As important as the concept of culture
is in the social sciences in general it is often ignored
within mainstream traditions in psychology. This course will
examine the development of a new area within psychology — the
area that is now termed "Cultural Psychology." This
emerging discipline integrates literature from sociology,
anthropology, post-colonial and feminist studies, hermeneutics
and psychology. It attempts to define and make clear what
it means to "live in a cultural world," and "what
it means to think and act in a culture." The course
will extend the analysis of culture to include the treatment
of the culture in economic, political, material and technological
terms. Throughout the course we will explore the differences
between cross-cultural approaches (culture as a variable)
and cultural approaches (culture as a way of being human).
BACK TO SCHEDULE
80100 Conceptualizing and
Researching Black Identity: Historical and Social Psychological
Issues
How have poets, novelists, historians, anthropologists, sociologists,
journalists, and psychologists conceived black identity,
both in the past and present? What historical, contextual
and ecological factors inform their conceptualizations? This
seminar, which is designed to engage graduate students from
a broad range of disciplines, will trace the origin and persistence
of various concepts of black identity, inclusive of thoseoriginating
in the minds and fantasies of the other", as well as those
that are a reflection of the interior psychological world
of blacks, themselves. To the extent that our inquiry reveals
a thousand black personas, we will also seek to understand
the social forces that lead to stereotypic and simplistic
thinking about black identity. The last segment of the seminar
will focus on empirical strategies for researching black
identity.
BACK TO SCHEDULE
80100 Social Psychological Applications
in School Aged Populations
The course provides a survey of basic topics in social psychology.
These include: causal attribution and social cognition; self-concept
and identity; moral beliefs, altruism and the relationship
between attitudes and behaviors; social influence, including
conformity, persuasion, & suggestibility; the social
bases of memory and eyewitness testimony; attitudes & attitude
change; group decision-making; and interpersonal attraction,
conflict, and intimacy; inter-group cooperation, conflict
and prejudice. Wherever possible, basic principles and research
findings will be applied to schools; children and youth.
Also, special attention will be given to cultural variations
in social-psychological phenomena.
BACK TO SCHEDULE
80103 The Neuropsychology
of Emotions
The seminar focuses on the critical role of emotions in both
mental and physical health/disease, emphasizing the neuropsychology
of emotions. The seminar covers the following topics: (1)
background on the neuropsychology of emotions, specifically
conceptualization and perspectives on emotions (including
developmental and evolutionary perspectives) and consideration
of measurement techniques (e.g., neuroimaging); (2) theoretical
perspectives on emotions ranging from social-cognitive through
neurobiologic viewpoints; (3) emotional disorders (e.g.,
from mania and depression to violence and stress) and their
impact on diseases such as stroke, Parkinson's, and Alzheimer's;
(4) clinical implications of emotions for neurologic and
psychiatric pathologies (e.g., stroke, multiple sclerosis,
schizophrenia); (5) future research directions and concerns
with respect to definitions, measurement, lifespan issues,
gender differences, and social functioning.
BACK TO SCHEDULE
80100 Morality, Society and
Culture
The seminar focuses on the development and functioning of
morality in society and culture. We start with some modern
moral crises, e.g., the holocaust and the My Lai massacre),
and how they have been explained. Then, we examine different
psychological and sociological theories of morality (Freud,
Durkheim, Piaget, Kohlberg, moral intuitionism, Turiel’s
domain theory, Shweder’s and other cultural theories) in
the light of research evidence and everyday observations.
Wherever possible, we examine theory and research in the
context of culture and history. A central question threading
through our discussions is whether cultural and historical
variations in morality can be reconciled with a concept of
universal moral rights and duties
BACK TO SCHEDULE
80100 Interdisciplinary Perspectives
on Death, Dying and Palliation
This seminar will consider dying less as a biological reaction
than a social reaction to a basically unpredictable process
complicated by biological, medical, historical, and cultural
factors reflecting our fears, biases, prejudices, and ideologies.
It explores the experience and culture of dying in order
to provide better means of palliation for the dying and modes
of coping for those caring (professionally and personally)
for them. It values multi-disciplinary and cross-disciplinary
perspectives while disdaining any search for a canonical
view of death and dying. We will rely less on theories and
empirical studies as source material and more on case studies
from a variety of practice venues.
Some of the topics to be considered are: biological perspectives
* medical perspectives * hospice care * literary perspectives
* narratives of dying * autobiographical perspectives * ways
of socially constructing death and dying and the distancing
of the sociocentric self * psycho-social issues in terminal
pain and pain management * case study methods * ways of communicating
bad news about dying * lessons from dying children * family
bereavement: coping with death of child/death of parent *
personal perspectives and self-assessment of palliative care
* cultural beliefs and practices [incl. non-Western modes
of dying] * practice based insights from those caring for
the elderly and dying * medical ethics regarding terminally
ill patients (incl. physician assisted suicides) * governmental
and institutional policies regarding death, dying, and bereavement
* issues in public and professional education about death
and dying * life after life and spiritual fulfillment
80101 Research
Seminar: Identity
This seminar provides a forum for people interested in research
and theory on social identity and related issues. Agenda
is determined by the seminar participants and includes discussion
of proposed, in-process, and completed research projects.
BACK TO SCHEDULE
70340 Practicum
in the Application of Psychology - Consulting Seminar
This course is designed for students already working as consultants
(through the Center for Human Environments or independently).
Other students who do not yet have a project should contact
the instructors before the end of the previous semester so
that arrangements can be made to place them in unpaid consulting
settings. This course will meet once every other week. A
number of faculty will participate as resources. The course
will be organized both as workshops dealing with the particular
challenges faced by participants in their consulting research
and planned conversations about key 'knotty' issues in practice-based
research. There will be opportunities for participants to
bring questions of immediacy and urgency to the group. The
specific sessions will include the following: - How to make
yourself known to clients and criteria for deciding to accept
consulting invitations from clients. - Relations with the
'sponsor' and relations with people in the settings: questions
of access and negotiations of power etc. - Theorizing "applied" work,
how to produce products of meaning for the site while simultaneously
creating meaning for your own professional work, where to
locate dissent, analysis and policy. - Practical issues of
writing contracts and budgets.
BACK TO SCHEDULE
88600 Epistemological
Foundations of Psychology
Epistemology refers to “how do we know?: There are classic
formulations that treat the problem of knowing as one of “how
does this ‘inside’ (the mind the brain, cognition, the soul) “get
to know about that which is outside.” (The world, Others
in the world). This essentially dualistic formulation is
rooted in a particular Cartesian version of the knowing relationship,
New models of knowing have sprung up in Psychology and in
other fields in the social sciences and humanities. This
critique has even been extended to the workings of scientific
laboratories and to models of mind. This course will explore
these, and other, issues including Standpoint Epistemologies
and Postmodernism/Poststructuralism.
BACK TO SCHEDULE
89400 Practicum
in Environmental Psychology: Design Research
We will concentrate on one or several sites which have interesting
aspects of person environment relations. By working with
the designers and users we will make analyses and critiques.
Possibly we will write the "biography" of a building project.
Through the semester we will do many site visits and also
use many practical materials to make the tools of architects
more accessible to all in the group.
BACK TO SCHEDULE
|
Spring
2004 Schedule