SECTION I: GENERAL INFORMATION ABOUT THE COURSE

Course Code	Course Name	Year	Semester	Theoretical	Practical	Credit	ECTS
60313TAEOZ-PSY0213	History of Psychology	2	Fall	3	0	3	4

Course Type :	Compulsory
Cycle:	Bachelor      TQF-HE:6. Master`s Degree      QF-EHEA:First Cycle      EQF-LLL:6. Master`s Degree
Language of Instruction:	English
Prerequisities and Co-requisities:	N/A
Mode of Delivery:	Face to face
Name of Coordinator:	Profesör Dr. AYŞEGÜL SELCEN GÜLER
Dersin Öğretim Eleman(lar)ı:	Profesör Dr. AYŞEGÜL SELCEN GÜLER
Dersin Kategorisi:

SECTION II: INTRODUCTION TO THE COURSE

Course Objectives & Content

Course Objectives:

1. Students will develop an understanding of history about important theoretical and methodological developments in psychology that takes into account the context. 2. Rather than chronology of events, dates, and names, students will learn about developments in connection with the philosophical and natural sciences before psychology became a scientific discipline. 3. Rather than learning all the theories and systems, students will be expected to have a detailed understanding of the theories and systems that have had the greatest impact on modern psychology. 4. Students will understand past and ongoing trends that played a role in the development of psychology and their impact on modern psychology.

Course Content:

This course offers the opportunity to review the history of the theoretical and empirical origins of psychology. Important theories and research strategies from the ancient Greek philosophers to the present will be reviewed, with emphasis on psychology becoming a separate science from the late nineteenth century. To evaluate and compare the history and impact of different systematic orientations, a framework of historical analysis will be used, which includes several key theoretical and methodological questions. This framework will focus on theory, methodology and context/conditions.

Course Specific Rules

In order to make the most of this course and to be successful; lecture material for each week should be studied without accumulating. Before coming to the class, the student should read the recommended books and resources related to the subject and should be prepared to ask at least 2 questions. During the course, short research topics will be given for the next week. Preparations should be made for these issues.

Course Learning Outcomes (CLOs)

Course Learning Outcomes (CLOs) are those describing the knowledge, skills and competencies that students are expected to achieve upon successful completion of the course. In this context, Course Learning Outcomes defined for this course unit are as follows:

Knowledge (Described as Theoritical and/or Factual Knowledge.)

1) Students learn the history of psychology in detail.

Skills (Describe as Cognitive and/or Practical Skills.)

Competences (Described as "Ability of the learner to apply knowledge and skills autonomously with responsibility", "Learning to learn"," Communication and social" and "Field specific" competences.)

1) Students will gain the ability to evaluate different schools in the history of psychology they will learn, using different sources (movies, pictures, books, music, etc.).

2) They will gain a critical perspective on the history of psychology with the movies they will watch and the books they will read.

3) They have the opportunity to study all schools in the history of psychology.

4) They will find the opportunity to learn many psychology trends and work individually.

5) On the basis of the History of Psychology, they will be able to evaluate the environment and period they live in in terms of Zeitgeist.

Weekly Course Schedule

Week	Subject	Materials Sharing *
		Related Preparation	Further Study
1)	Course introduction and explanation of course content with the information about the assessments Emphasizing the importance of the course in the curriculum and its interaction with other courses 1. The importance of studying and reading the history of psychology 1.1. Historiography: The scientific method in historiography and factors affecting the examination of historical data 1.2. Impact of environmental forces in psychology (Wars, economic changes and prejudices/discrimination) 1.3. Scientific historical views in psychology
2)	2. Philosophical influences on psychology 2.1. The views of ancient Greek philosophers on the soul-body relationship and association 2.2. Medieval Islamic philosophers' views and works containing experimental approach 2.3. Philosophical influences in the development of modern psychology: the climate of thought in 17th century Europe, the concept of the mechanical soul 2.4. Rene Descartes' views on the soul-body interaction and the function of the organism 2.5. Philosophical foundations of the new psychology: positivism, materialism and empiricism 2.6. Thoughts of John Locke, George Berkeley, David Hume, David Hartley, James Mill, John Stuart Mill
3)	3. Physiological influences on psychology 3.1. The importance of the observer 3.2. Early developments in physiology (Johannes Müller, Marshall Hall, Pierre Flourens, Franz Joseph Gall, Paul Broca, Santiago Ramony y Cajal) 3.3. Beginning of experimental psychology 3.4. The work of Hermann von Helmholtz, Ernst Weber, Gustav Theodor Fechner and their contributions in the development of psychology
4)	4. Foundation of modern psychology 4.1. The life and work of Wilhelm Wundt 4.2. Other developments in German psychology 4.3. Hermann Ebbinghaus's work on learning and memory 4.4. Georg Elias Müller, Franz Brentano, Carl Stumpf, Oswald Külpe 4.5 Structuralism: Titchener's system, his contributions to psychology, and critiques of structuralism
5)	5. Functionalism: First influences 5.1. Charles Darwin: theory of evolution 5.2. Sir Francis Galton: individual differences, mental tests 5.3. Animal psychology and the development of functionalism
6)	6. Functionalism: Its establishment and development 6.1. Herbert Spencer and Social Darwinism 6.2. The life and work of William James
7)	7. Functionalism- cont'd 7.1. William James-works, view of consciousness 7.2. Mary Whiton Calkins, Helen Bradford Thompson Wooley, Leta Stetter Hollinngworth 7.3. Chicago School: John Dewey, James Rowland Angell
8)	Mid-term
9)	8. Applied Psychology: the legacy of functionalism 8.1. Stanley Hall, James McKeen Cattel 8.2. psychological tests 8.3. Industrial psychology, forensic psychology, clinical psychology
10)	9. Behaviorism: First influences 9.1. Effects of animal psychology 9.2. Edward Lee Thorndike (puzzle boxes) 9.3. Ivan Pavlov (conditioned reflex)
11)	10. Behaviorism: the beginning 10.1. John B Watson and the principles of behaviorism 10.2. The subject, methods and first experiments of behaviorism
12)	11. New Behaviorism 11.1. Tolman, Guthrie, and Hull 11.2. Skinner (operational conditioning and reinforcement schedules)
13)	12. Gestalt psychology 12.1. Wertheimer, Koffka, Kohler 12.2. Gestalt principles
14)	13. Psychoanalysis: Beginnings Early effects Sigmund Freud's life The case of Anna O Free Association Self-analysis and interpretation of dreams
15)	14. Review of the subjects
16)	Final exam

*These fields provides students with course materials for their pre- and further study before and after the course delivered.

Recommended or Required Reading & Other Learning Resources/Tools

Course Notes / Textbooks:

1. Notes containing lecture slides will be shared with students. 2. Schultz, D., & Schultz, S. E. (2015). A history of modern psychology (11th ed.). CENGAGE Learning Custom Publishing. 3. Hergenhahn, B. R & Henley, T. B.(2014). An Introduction to the Hitory of Psychology (Seventh Edition). Belmont, CA: Wadsworth Cengage Learning 4. Freedheim, D. K. & Weiner, I. B. (2003). Handbook of Psychology: Volume 1, History of Psychology. New Jersey: John Wiley & Sons.

References:

SECTION III: RELATIONSHIP BETWEEN COURSE UNIT AND COURSE LEARNING OUTCOMES (CLOs)

(The matrix below shows how the course learning outcomes (CLOs) associates with programme learning outcomes (both KPLOs & SPLOs) and, if exist, the level of quantitative contribution to them.)

Relationship Between CLOs & PLOs

(KPLOs and SPLOs are the abbreviations for Key & Sub- Programme Learning Outcomes, respectively. )

CLOs/PLOs	KPLO 1				KPLO 2				KPLO 3			KPLO 4				KPLO 5
	1	2	3	4	1	2	3	4	1	2	3	1	2	3	4	1	2	3	4	5	6	7	8	9	10	11
CLO1
CLO2
CLO3
CLO4
CLO5
CLO6

Level of Contribution of the Course to PLOs

No Effect	1 Lowest	2 Low	3 Average	4 High	5 Highest

	Programme Learning Outcomes	Contribution Level (from 1 to 5)
1)	Evaluates cognitive, psychological, social reasons and consequences of human behavior.	4
	1.1 Comprehends relation of psychology with other social sciences and analyzes psychological processes with an interdisciplinary approach.	4
	1.2 Uses research methods and techniques such as data collection, analysis and interpretation effectively.
	1.3 Has advanced academic and clinical knowledge, skills and experience in different fields of psychology.
	1.4 Explains basic psychological concepts, models and theories; analyzes psychological processes.
2)	Comprehends his/her professional competencies and limitations.	3
	2.1 Takes social context into account while evaluating personal factors and issues.
	2.2 Tries to contribute to the solution of social problems using his/her professional knowledge and social skills.
	2.3 Acquires new information about psychological issues and practices by following current research in psychology.	3
	2.4 Improves his/her skills as a psychologist by participating in trainings in the field of psychology.
3)	Reflects his/her knowledge, academic and clinical experience acquired in psychology education in professional practice effectively.
	3.1 Demonstrates advanced analytical skills, problem solving and critical thinking skills in professional work.
	3.2 Works within professional ethical principles making unprejudiced and non-discriminatory professional assessment in practice and academic research.
	3.3 Conducts preventive activities to alleviate possible problems in practice; contributes to improvement of professional practice.
4)	Applies the theoretical knowledge in business life during a semester.	3
	4.1 Experiences all processes in business life.
	4.2 Takes part in activities related to the field of education in a business operating in the field.
	4.3 Questions the application with theoretical knowledge.	3
	4.4 Compiles the knowledge and experience gained in the field.	2
5)	Acquires the competencies that develop by the expectations of business world and the society defined as the institutional outcomes of our university on the advanced level in relation with his/her field.	3
	5.1 Acquires the analyzing solving the problems and managing the conflicts.
	5.2 Participates as a team member and takes responsibility in the environments that require the solving of the conflicts and acts as a leader when necessary.
	5.3 Has awareness for ethical and social responsivity.
	5.4 By supporting the learnt courses with quantitative and qualitative data; and by using verbal and visual communication means, s/he transfers them to the groups within and outside his/her group in a systematical and effective way.	3
	5.5 Evaluates the norms and standards present in the works in which s/he takes responsibility in a critical point of view.
	5.6 Develops strategical, innovative and entrepreneurial ideas.	2
	5.7 Acquires competence of managing the change.
	5.8 Shows development personally and socially with and awareness for lifelong learning.
	5.9 Follows advanced technologies and developments about digital transformation.
	5.10 Has cultural awareness and s/he transfers this to the groups within and outside his/her field.	3
	5.11 Has awareness about citizenship competency.

SECTION IV: TEACHING-LEARNING & ASSESMENT-EVALUATION METHODS OF THE COURSE

Teaching & Learning Methods of the Course

(All teaching and learning methods used at the university are managed systematically. Upon proposals of the programme units, they are assessed by the relevant academic boards and, if found appropriate, they are included among the university list. Programmes, then, choose the appropriate methods in line with their programme design from this list. Likewise, appropriate methods to be used for the course units can be chosen among those defined for the programme.)

Teaching and Learning Methods defined at the Programme Level	Teaching and Learning Methods Defined for the Course
Lectures
Discussion
Case Study
Problem Solving
Demonstration
Views
Laboratory
Reading
Homework
Project Preparation
Thesis Preparation
Peer Education
Seminar
Technical Visit
Course Conference
Brain Storming
Questions Answers
Individual and Group Work
Role Playing-Animation-Improvisation
Active Participation in Class

Assessment & Evaluation Methods of the Course

(All assessment and evaluation methods used at the university are managed systematically. Upon proposals of the programme units, they are assessed by the relevant academic boards and, if found appropriate, they are included among the university list. Programmes, then, choose the appropriate methods in line with their programme design from this list. Likewise, appropriate methods to be used for the course units can be chosen among those defined for the programme.)

Aassessment and evaluation Methods defined at the Programme Level	Assessment and Evaluation Methods defined for the Course
Midterm
Presentation
Final Exam
Quiz
Report Evaluation
Homework Evaluation
Oral Exam
Thesis Defense
Jury Evaluation
Practice Exam
Evaluation of Implementation Training in the Workplace
Active Participation in Class
Participation in Discussions

Relationship Between CLOs & Teaching-Learning, Assesment-Evaluation Methods of the Course

(The matrix below shows the teaching-learning and assessment-evaluation methods designated for the course unit in relation to the course learning outcomes.)

Contribution of Assesment & Evalution Activities to Final Grade of the Course

Measurement and Evaluation Methods	# of practice per semester	Level of Contribution
Quizzes	2	% 20.00
Midterms	1	% 30.00
Semester Final Exam	1	% 50.00
Total		% 100
PERCENTAGE OF SEMESTER WORK		% 50
PERCENTAGE OF FINAL WORK		% 50
Total		% 100

SECTION V: WORKLOAD & ECTS CREDITS ALLOCATED FOR THE COURSE

WORKLOAD OF TEACHING & LEARNING ACTIVITIES
Teaching & Learning Activities	# of Activities per semester	Duration (hour)	Total Workload
Course	14	3	42
Laboratory	0	0	0
Application	0	0	0
Special Course Internship (Work Placement)	0	0	0
Field Work	0	0	0
Study Hours Out of Class	14	1	14
Presentations / Seminar	0	0	0
Project	0	0	0
Homework Assignments	0	0	0
Total Workload of Teaching & Learning Activities	-	-	56
WORKLOAD OF ASSESMENT & EVALUATION ACTIVITIES
Assesment & Evaluation Activities	# of Activities per semester	Duration (hour)	Total Workload
Quizzes	2	8	16
Midterms	1	20	20
Semester Final Exam	1	20	20
Total Workload of Assesment & Evaluation Activities	-	-	56
TOTAL WORKLOAD (Teaching & Learning + Assesment & Evaluation Activities)			112
ECTS CREDITS OF THE COURSE (Total Workload/25.5 h)			4