Human Development 1041 Spring 2000

The Physiological and Psychological Bases of Human Development

Course Description

This course will present current findings from psychology and other sciences to explore such issues as: evolution; nature/nurture; intelligence and learning; the definition of life and development; physical and psychological health; spiritual needs; and the effect of scientific research on the future of human development. The goal of the course is to expand the students' awareness of the impact of scientific discoveries on their professional fields and personal lives.

Textbooks/ Instructional Materials

Bem, Sandra Lipsitz. (1993). The Lenses of Gender. New Haven, CT: Yale University Press.

Brockman, John. (1995). The Third Culture: Beyond the Scientific Revolution. NY, NY: Simon and Schuster.

Kaku, Michio (1997). Visions. New York: Doubleday.

Coursepak for HD 1041.

Recommended: Rensberger, Boyce. (1996). Instant Biology: From Single Cells to Human Beings and Beyond. NY, NY: Random House.

Sister Gail's office is Room 1026 in the McGowan Center. Regular office hours are Tuesday, 2:00-4:00 PM, Wednesday, 2:00 &emdash; 4:00 PM, and Friday, 2:00 to 3:00 PM. Appointments may be scheduled at other times by leaving a message with the Psychology Department secretary, 348-6270, or on Sr. Gail’s AUDIX, 348-6211, ext. 2346. In any case be sure to leave a phone number by which you can be reached. From a Marywood phone, Sr. Gail's number is Ext. 2346. Sr. Gail’s e-mail address is Cabral@ac.marywood.edu.

Dr. Lee Harrison's office is in the Liberal Arts Center, Room 201C. Her office hours are Monday and Tuesday, 1 to 3 PM, Wednesday, 9 to 11 AM, and Thursday, 4 to 5:00 PM. Dr. Harrison's number at Marywood is 348-6211, ext. 2303. Her home number is (607) 722-2273. E-Mail address: HarrisonL@MFI.Marywood.edu or HarrisonLM@aol.com

Course Objectives

On completion of the course students will be able to:

• - Describe the physical structure of DNA and RNA, and explain the processes of DNA replicationand protein synthesis.
• - Describe contemporary positions on the nature-nurture question and likely areas for future development.
• - Explain with examples from their own discipline how environmental influences can affect the expression of
• genetic potential.
• - Discuss the relative merits and limitations of psychometric, Piagetian and information processing approaches
• to intelligence.
• - Synthesize material discussed in class to produce a personal definition of intelligence and be able to discuss its
• impact on personal practice.
• - Discuss the impact that human decisions have on the evolution of other species, humans themselves and the
• environment in general. Speculate on what directions future human evolution and development may take.
• - Describe the physical, psychological and spiritual development that humans undergo during different phases
• of their life experiences.
• - Describe chaos theory and speculate on its influence on human evolution and development.
• - Explain how the brain is organized and how information is processed in humans. Extrapolate this information
• to the development of artificial intelligence.
• - Analyze the dichotomy between individuality and communality and its effects on human relationships.
• - Explore the need in humans for something beyond themselves, a greater but unknown aspect of evolution
• and development.
• - Understand that current or imminent breakthroughs in science have the capacity to totally revolutionize what
• we mean by human nature and human development.
• - Make a commitment to stay aware of scientific developments and be part of the dialogue on their impact
• on humans.
• - Summarize empirical research on gender including the difference between gender as subject and gender
• as stimulus.
• - Synthesize a theoretical statement about gender that includes both evolutionary and social construction models.
•  

Course Requirements (Additional information concerning how to fulfill course requirements will be detailed.)

Class Participation:

Preparation for and participation in class discussion; students are expected to be diligent in preparing for class by their reading and reflection, and to be active participants in discussions and activities.

Tests:

One mid-term essay exam and one final essay exam. Each will focus on the integration of the theoretical developments examined throughout half of the semester.

Presentation:

A brief report of the main findings of the student’s review of the literature on a topic of relevance to this course.

Literature Review Paper: (Please hand in two copies.)

A review of the literature of a topic related to course concepts. (See handout.)

Summary of Evaluation

Class discussion: Literature Review Paper Presentation Test: Final:

15% 35% 10% 20% 20%

 "A student with a disability may request an adjustment in meeting the requirements of this class. Please do so by seeing Sr. Marian Denise Walsh, Coordinator for Special Services, Room 81 Liberal Arts Center, phone extension 2330, or Sr. Francella Shaughnessy, McGowan Center, phone extension 2549. 

Outline of Course

January 20			Housekeeping: Course Outline Organization of course Topic: Complexity theory as paradigm: Review of Kuhn’s view of paradigm, and brief presentation of complexity as a paradigm. Assignment: From The Third Culture, Introduction Darwin’s Algorithm pp. 316-359: Chapter 19, pp. 316-358 including selections by Gell-Mann, pp. 316-332; Kaufman, pp. 333-342; Langton, pp. 344-358. Videotape: "Leadership and the New Sciences" Introduction to literature review paper - Dates for reports (pick dates) - APA format - Conceptual framework - Lit review
January 27			Topic: Complexity theory. Readings: Eidelson, R., "Complex Adaptive Systems," (from Coursepak, Section I). The Third Culture, Chapter 22, Farmer, pp. 359-378. Videotape - Vol. 4, "The Way of Science" Discussion of literature review and conceptual framework.
February 3			Topic: Evolution Readings: From The Third Culture, Williams, pp. 38-50; Gould, pp. 51 -73; Dawkins, pp. 74-95; Margolies, pp. 129-146. From the Coursepak, Section II. This includes: Chapter 3, "Nature’s Alteration" from Humanity’s Descent: The Consequences of Ecological Instability and "Early Earth and the Origin of Life," from the text, Biology. Questions from students: From Instant Biology ? On genetics, evolution, etc.? Questions regarding paper and presentation.
Feb. 10   Feb. 17			Topic: Continuation of February 3   Topic: Brain structure, Sr. Anitra Nemotko, Ph.D. Neurotransmitters, Dr. Lee Harrison Assignment: Students will be prepared to discus their ideas for their review of the literature paper.
February 24                   March 2		Topic: "Why is the Brain Organized the Way it is ?" Readings: From The Third Culture, Minsky, pp. 153 - 166; Pinker, pp. 224-238. Midterm questions will be handed out. Assignment: Students submit outline of topic selected for review of literature article. Students will be handed the MBTI booklet and answer sheet.          Topic: Consciousness Readings: From the Coursepak, Section III A. Crick & Koch, "The Problem of Consciousness"; Chalmers, "The Puzzle of Conscious Experience." From The Third Culture, On the Intrinsic Nature of States of Consciousness, pp. 182-208. Videotape - Vol. 3 &emdash; Consciousness Midterm. Mid-course evaluation
March 9	Topic: Synopsis concerning the nature of consciousness Topic: Intelligence Readings: From the coursepak, Section III B. Sternberg, R.J. (1998). Theories of the nature of intelligence. In Search of the Human Mind, 383-396. Sternberg, R.J. (1997). The concept of intelligence and its role in lifelong learning and success. American Psychologist, 52, 1030-1037. Greenfield, P.M. (1997), You can’t take it with you: Why ability assessments don’t cross cultures. American Psychologist, 52, 1115-1124. Gardner, H. (1993). Multiple Intelligences: The Theory in Practice. Chapters 2 and 4, pp. 13-34; 49-61. Deadline: Students hand in MBTI Form F Answer Sheet.
March 16	Topic: Psychological type and the Myers-Briggs Type Indicator Readings: From the Coursepak, Section III E. Gallagher, J. D. (1998). Psychological type and the pursuit of an advanced degree in adult education/human resource development. Journal of Psychological Type, 46, 22-27. Mitchell, L.L. & Mitchell, C.W. (1998). Premenstrual syndrome personality alterations and psychological type: An hypothesized, nonpathological explanation. Journal of Psychological Type. 47, 12-20. Topic: Spiritual Development and the MBTI
March 23	Topic: Nature - Nurture Readings: From the Coursepak, Section III C: Scarr, S. (1993). Biological and cultural diversity: The legacy of Darwin for development. Child Development, 64, 1333-1353. Plomin, R., Reiss, D., Hetherington, E.M., & Howe, G.W. (1994). Nature and nurture: Genetic contributions to measures of the family environment. Developmental Psychology, 30, 32-43. Student Presentations
March 30	Topic: Readings: From the Coursepak, Section III D, Reviving Ophelia Sandra Bem, Lenses of Gender Student presentations
April 6               April 13 & 20	Topic: Human Beings in the Twenty-first Century Assigned Readings: From Kaku, Visions, Parts I and II, Chapter 1, and The Computer Revolution, chapters 2 through 6, pp. 1-135. Readings from The Third Culture - Schank, pp. 168-180 Penrose, pp. 240-257. Student presentations     No classes.
April 27	Topic: Human Beings in the Twenty-first Century: The Biomolecular Revolution Reading: From Kaku, Visions, Chapters 7 through 12. Deadline: Review paper due (hand in two copies). Questions for final exam will be handed out. Student presentations
May 4	Topic: Human Beings in the Twenty-first Century: The Quantum Revolution Readings: From Visions, Chapter 13 &emdash; 16. From The Third Culture, Lee Smolin, "A Theory of the Whole Universe", pp. 286-302; Hillis, pp. 380-388. Deadline: Final Exam Questions Student presentations

Bibliography