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Course Criteria
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3.00 Credits
Whether it is a returned smile from a passerby or a friend's commiserating frown, imitated facial expressions are ubiquitous in social interactions. Through an upturned lip corner or furrowed brow, we are able to rapidly decode what another person is feeling. In this course, we will examine the neural mechanisms that give rise to our ability to identify and empathize with the emotions we perceive in others. We will discuss the role of mirror neurons, perception-action mechanisms, mimicry, embodiment, and facial feedback in understanding the emotions of others. Finally, we will examine individual differences in this ability, including what happens when these mechanisms are impaired as a result of illness, paralysis, brain lesions, or in certain disorders, such as psychopathy, social conduct disorder, and autism.
Prerequisite:
Psychology 221 or 212 or 242 or permission of instructor
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3.00 Credits
This advanced seminar will give students an opportunity to connect theory to practice. Each student will have a teaching placement in a local school, and participate in both peer and individual supervision. In addition, we will read a range of texts that examine different approaches to teaching, as well as theory and research on the process of education. What is the best way to teach? How do various theories of child development and teaching translate into everyday practices with students? Students will be encouraged to reflect on and modify their own teaching practices as a result of what we read as well as their supervision. Questions we will discuss include: What is the relationship between educational goals and curriculum development? What is the relation between substance (knowledge, skills, content) and the interpersonal dynamic inherent in a classroom setting? How do we assess teaching practices and the students' learning? What does it take to be an educated person?
Prerequisite:
Psychology 232 or Psychology 272 or permission of instructor
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3.00 Credits
Open to upperclass students with permission of the instructor and department. Students interested in doing an independent study should make prior arrangements with the appropriate professor. The student and professor then complete the independent study proposal form available at the Registrar's Office and should submit it to the department chair for approval prior to the beginning of the drop/add period.
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3.00 Credits
Open to upperclass students with permission of the instructor and department. Students interested in doing an independent study should make prior arrangements with the appropriate professor. The student and professor then complete the independent study proposal form available at the Registrar's Office and should submit it to the department chair for approval prior to the beginning of the drop/add period.
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3.00 Credits
This course--the psychology department's senior seminar--considers several important contemporary topics from diverse psychological perspectives. These topics will be introduced via popular books or films, and we will analyze them more deeply with original research articles from across multiple perspectives and subdisciplines of psychology. The course will primarily be discussion based, and the students will be leading these discussions.
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3.00 Credits
Independent study and research for two semesters and a winter study period under the guidance of one or more members of the department. After exploring the literature of a relatively specialized field of psychology, the student will design and execute an original empirical research project, the results of which will be reported in a thesis. Detailed guidelines for pursuing a thesis are available from the department and on our web site.
Prerequisite:
Permission of the thesis advisor
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3.00 Credits
Independent study and research for two semesters and a winter study period under the guidance of one or more members of the department. After exploring the literature of a relatively specialized field of psychology, the student will design and execute an original empirical research project, the results of which will be reported in a thesis. Detailed guidelines for pursuing a thesis are available from the department and on our web site.
Prerequisite:
Permission of the thesis advisor
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3.00 Credits
How do religious traditions cope with the problem of evil when they conceptualize their God as beneficent, omniscient and omnipotent? This classic question haunts every monotheism. This course will focus on this problem in Judaism and Christianity, with some attention to Islam as well, and will also consider post-religious variations on the theme. We will consider both philosophical accounts beginning in the Hebrew Bible with Job and Ecclesiastes and move forward through rabbinic texts and Saint Augustine; taking stock of the medievals in all three traditions, moving into early modernity with Leibniz and will treat as well modern transformations of this question in thinkers such as Kant, Hegel, Kafka, Blanchot and Susan Sontag.
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3.00 Credits
Since antiquity, certain individuals and groups have claimed privileged access to hidden sources of knowledge, which they maintained could only be revealed to the initiated or enlightened. What is more, it was also often asserted that this knowledge conveyed various powers' from summoning good and evil spirits, transforming base metals into gold, predicting the future, achieving bodily immortality, directly witnessing the face of God or even becoming a God. How does examining these claims alter our understanding of established religions? This course will trace the historical development of these practices and beliefs-known to scholars as "esotericism"--from antiquity to the present. It will cover such topics as magic, alchemy, kabbalah, Gnosticism, hermeticism, Theosophy, tantrism, occultism, vodou, and spiritualism. Emphasizing close the reading of the primary sources, we will explore the boundaries between religion, magic and science. We will discuss esotericism as the site for the European appropriation of the "Orient," the construction of discipline of religious studies, and even the origins of modern science.
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3.00 Credits
As recently at the 1960s, the most influential theorists of modernity were predicting that religion would eventually vanish, while theologians lamented what they called the "Death of God." But one has only to glance at today's headlines to see that accounts of religion's demise were premature. Indeed a basic knowledge of religion is indispensible to understanding the current global moment as well as a range of fields from political science to English literature and history. To explore the meaning of religion, this course will introduce the debates around which the discipline of religious studies has been constituted. It will familiarize students with the discipline's most significant theorists (both foundational and contemporary) and trace their multidisciplinary--philosophical, sociological, anthropological, and psychological--modes of inquiry. At stake are questions such as: How does one go about studying religion? Is "religion" even a cultural universal? Or is it merely the byproduct of the European Enlightenment? What is religion's relationship to God? to science? to society? to secularism? to colonialism? to ethics? to politics? to violence? to sex? to freedom? Has religion changed fundamentally in modernity? And if so, what is its future?
Prerequisite:
Although a previous course on religion is recommended
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