1. PS210-09: History of Psychology Instructor: Sara Barnett Seminar 2: The Philosophical and Physiological Origins of Psychology

2. Agenda I. Announcements II. Review of Chapter 1 - The Study of the History of Psychology III. Discussion of Chapter 2 - Philosophical Influences on Psychology IV. Discussion Board Exemplar V. Questions, Comments, Reflections

3. Announcements 1. Discussion Board Posts - Nice work so far - Symbols in response postings 2. Unit Intros and Overviews - Posted under course announcements - Provides brief recap of previous unit, introduction to new unit, and requirements for new unit 3. Handout: “Psychology Overview: The Fields, Paths and Professions” - Posted in Document Sharing - A combination of web resources and instructor knowledge

4. Review of Chapter 1 ► Why is it important to learn about the history of psychology? ► What are some of the tools and/or resources used to uncover the history of psychology?

5. Review of Chapter 1 ► Where should we start with our study of the history of psychology? ► What two fields are thought to make up the study of psychology?

6. Chapter 2: The Philosophical Origins of Psychology ► Why begin this chapter with a story about a mechanical duck in 18 th century France?

7. Chapter 2: The Philosophical Origins of Psychology Rene Descartes (1596 – 1650) I. Personal Background -French philosopher and mathematician -Born to a wealthy family -Interested in applying “scientific knowledge to practical concerns” -Notebooks and manuscripts nearly destroyed in ship sinking II. Notable Work -Mind-body Problem -Reflex Action Theory -Derived Ideas -Innate Ideas

8. Chapter 2: The Philosophical Origins of Psychology August Comte (1798 – 1857) I. Personal Background -French philosopher -Struggled with mental health issues -Believe in equality for men and women until he met with his own strong-willed wife -Said his death we be “an irreparable loss to the world” (Schultz and Schultz, 2008, p. 37) II. Notable Work -Positivism -Materialism -Empiricism

9. Chapter 2: The Philosophical Origins of Psychology John Locke (1632 – 1704) I. Personal Background -English philosopher and medical doctor -Highly educated -Wrote “An Essay Concerning Human Understanding” II. Notable Work -Empiricism - perceptions - sensations - reflections - simple ideas - complex ideas - primary qualities - secondary qualities

10. Chapter 2: The Philosophical Origins of Psychology George Berkeley (1632 – 1704) I. Personal Background -Irish philosopher and clergyman -Taught at Yale -Requested to decompose on bed where he died -Namesake of the town and college in California II. Notable Work -Mentalism -The Association of the Senses

11. Chapter 2: The Philosophical Origins of Psychology Other Key Philosophers: - David Hume (1711-1776) - David Hartley (1705-1757) - James Mill (1773-1836) - John Stuart Mill (1806-1873)

12. Discussion Post Exemplar Suggestions: Answer the questions asked. Use proper paragraph structure. Check spelling and grammar. Provide citations when necessary. ► Question: How did Descartes explain the functioning and interaction of the human body and the human mind? What is the role of the conarium? Based on your prior psychological knowledge, how do you think this relates to modern psychological thought? ► Answer: Descartes explained the functioning and interaction of the human body and the human mind as two distinct entities that continually influence one another. He identified the conarium as the area within the brain where said influencing occurs. And, after centuries of people believing that the mind controlled the body via a one-way interaction, -- “like a puppeteer, pulling the strings of the body” -- Descartes’ theory on the existence of a two-way interaction between mind and body emerged as the commonly accepted notion (Schultz and Schultz, 2008, p. 32). Interestingly enough, Descartes’ theory has largely influenced modern psychological thought, and is particularly apparent in the practice of Cognitive Behavioral Therapy (CBT). CBT seeks to eradicate dysfunctional thoughts and behaviors through a systemic retraining of the mind and body. While undergoing CBT, a child who argues and fights with classmates learns to adopt pro-social mental and physical responses to verbal and violent triggers. Case in point, if the CBT-trained child is pushed by a fellow student, his or her mind tells the body not to strike back, which makes for a specific physical response that helps to quite the mind and lesson feelings of frustration. As this example shows, CBT is deeply rooted in Descartes’ revolutionary theory on the mind and body as mutually influential entities.

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