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Lecture

Lec. 07 (History).docx

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Department
Psychology
Course
PSYC85H3
Professor
G Cupchik
Semester
Fall

Description
Thursday October 29, 2013 HISTORY – Lecture 7 - What is science? - When we do our data collection, we don’t want our biases sneak in. that is why we do double blind - Whenever you make a commitment to a certain method, you are not doing something else - In science, do an experimental paradigm. A methodological procedure. Have a whole set of possibilities that you may not know of. - We have theories, methods etc. - How do we go to the next and do paradigm change and do something new - All these methods have to be seen in relationship to the lived world. - We have the lived world down here and we are looking down at the world: how do we want it to be meaningful? - Science attemps to bring a number of multiple analysis together. If you don’t have separate levels of analysis, you are not doing science. - Ex. The black plague: or SARS. Have an epidemic of some kind. Take the epidemic at the biological level and see whats going on the biological level. o Even within the biological level you have levels o Take physiological level of analysis and turn it into epidemiology level of problems o There are many layers of science o Biological, social, and personal (our world) – there are multiple levels of science. o If you stay in one world, then become isolated - Sceince is an analysis of process. Where was Aristotle on this issue? The professors get locked into mini levels of specialization - Aristotle o Diff bw Aristotle and plato – plato : eastern view. Aristotle wasn’t dealing with entitites but modes of responding. Took a diff view. Has three levels: on slide. o Soul for Aristotle meant the mind + o Nutritive: body has needs: hunger, sexual etc. we are all animals. Then we have affect: has a wish attached to it. An awareness of. And then have a hierarchy, the top is the emotions. We have the boldiy self, ? self, and at the end, social self. o Self: coherence amongst these levels - Plato: deduction: certain premises that are true and then have consequences. Start from the abstract and go to concrete o Induction: go from concrete facts and go upto fact  Looking at the world and from the world, looking at your theory.  Aristotle emphasizes this! o Our goal is to understand scientific process: how do things affect each other. - Each class of event has its characteristic way of behaving: o Essences: essentialist analysis o Facts upto abstractions = induction - Circular reasoning o He was looking at qualities, not quantities. o But its not causal: how did the quality get there, and why is the quality there? o Tetology: ex. ‘ can I borrow the car, no, why, bcs I said so’ - Aristolian idea: its already decided if ur going to hell or heaven. - Sensations: things have essences and are unwinding in a certain direction. These are 2 pnts of Aristotle. o Essentialist attitude, self prophesizing ex of the child o Saying something is inside of them and it governs them. o Not a lot of degrees of freedoms to change o Can think like this about yourself  Ex saying you’re a bad person vs bad behaviour. The first means you’ve essentialized yourself.  An essentialist analysis takes a look at process and reduces it to a particular label and its not changing.  Take responsibility for behaviour but don’t trap self in it  In aristotilian viewpnt, trapped. o Aristotle was beg of empirical psych bcs says we can learn from our senses.  Cog psych. –cog model, the beauty gets bigger and hi
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