Fascination with mental processes such as memory, imagination, reasoning, and the human ability to tell lies, can be traced back to the ancient philosophers such as Aristotle. For most of history the idea of ‘mind’ was intimately connected to some version of a soul and a metaphysical moral system both in the Christian and Eastern traditions. However, with the rise of the social sciences in the 19th c the challenge turned to producing a science of the mind. This course will cover the discovery/invention of the unconscious by Freud, Jung and others in Psychoanalysis; Behaviourism in its various forms; Developmental psychology; Evolutionary Psychology; and Clinical Psychology, including CBT.

DELIVERY MODE

• Face-to-Face / Online

SUGGESTED READING

• Burton, L. Weston, D. Kowalski, R. (authors). 2023. Psychology: Australian and New Zealand Edition. Wiley
• Braucher, David, 2020. The Unconscious: Contemporary Refractions in Psychoanalysis. Routledge
• Symons, John. Calvo, Paco (eds) 2018. The Routledge Companion to Philosophy of Psychology
• Margolis, J. 2008. Philosophy of Psychology. Prentice-Hall foundations of philosophy

COURSE OUTLINE

• Beginnings - Wundt and James: Wilhelm Wundt (1832-1920) one of the founders of modern psychology, distinguished psychology as a science from philosophy and biology. He was the first person to call himself a psychologist and focused on breaking down mental processes into the most basic components. The American William James (1842-1910) developed an approach which came to be known as functionalism. James argued that the mind is constantly changing and it is pointless to look for the structure of conscious experience. Rather, he proposed the focus should be on how and why an organism does something, i.e. the functions or purpose of the brain. James suggested that psychologists should look for the underlying cause of behaviour and the mental processes involved.
• Psychoanalysis and the Unconscious - Freud and Jung: In April, 1906 Freud began a correspondence with the young psychiatrist, Carl Jung. They later met in person when Jung travelled to Vienna in 1907 and the two men became fast friends. Their first meeting alone lasted twelve hours. We will compare and contract their views on the nature and function of the unconscious mind. We will consider Freud’s three-part model of the mind and Jung’s Collective Unconscious.
• Behaviourism: Behaviourism emerged around the 1910s and 1920s with John Broadus Watson’s work, it gained prominence with B.F. Skinner in the 1930s and 1940s. This perspective emphasizes observable behaviours and the environment’s role in psychological states.
• Social and Developmental psychology: Social psychology examines how social interactions, relationships, and group dynamics influence behaviour and cognition. Developmental psychology studies perceptual, cognitive, and numerical abilities of infants and traced their developmental course, while others focused on life-span development and mental and behavioural changes in the aging process.
• Evolutionary Psychology: Evolutionary psychologists ask: What are the implications of human evolutionary history for the design of the human mind. Evolutionarily informed research has suggested that brains are composed of a number of specialized domain-specific mechanisms. For example, birds use different memory systems and different rules for remembering species song, the taste of poisonous food, and locations of food caches.
• Clinical psychology: The four main goals of clinical psychology are to describe, explain, predict and to change the mental processes and behaviour of those undertaking the therapeutic process. Some examples we will study are: Personal construct psychology and cognitive-behaviour therapy. CBT focuses on identifying and changing negative, inaccurate, or otherwise maladaptive beliefs and thought patterns through a combination of cognitive and behaviour therapy.
• Psychology of Personality Traits: One of the most prominent theories of personality is the five-factor model (FFM): Openness to experience; Conscientiousness; Extroversion; Agreeableness; and Neuroticism. Despite all of its popular success, the five-factor model remains controversial with a number of scholars. One issue concerns the absence of a comprehensive theory. The lexical hypothesis, while intriguing, is regarded by some as far too narrow to qualify as a theory of personality.

LEARNING OUTCOMES

By the end of this course, student should be able to:

1. Have gained an overall understanding of the key concepts in the philosophy of psychology, its history and development.
2. Have gained insight into the human condition as expressed by our thought patterns, language development, intentionality, creativity and much more.
3. Have participated in shared discussion and analysis of the most important ideas in the philosophy of the mind.
4. Relate these ideas to the students’ personal lives, social and relationship situations and broad cultural issues.