Time Schedule:
Peter H. Kahn
PSYCH 456
Seattle Campus
Theoretical approaches toward explaining children's social and moral development, including those that are nativistic, sociobiological, behavioristic, psychoanalytic, and constructivist. Use of theory to investigate applied problems related to parenting, education, peer relationships, authority, sexuality, culture, ecology, and technology. Prerequisite: either PSYCH 206 or PSYCH 306.
Class description
Student learning goals
1. To recognize and differentiate between major theories in social and moral development based on whether the core explanatory processes are endogenous (e.g., sociobiological), exogenous (e.g., behaviorist), or interactional (e.g., psychoanalytic or constructivist). Assessed by quizzes, classroom discussions, and papers.
2. To use developmental theories to analyze and provide potential solutions to applied problems related to parenting, education, peer relationships, authoritarian relationships, sexuality, culture, ecology, and technology. Assessed by classroom discussions and papers.
3. To formulate tight and accurate oral and written arguments based on a close textual reading of academic articles. Assessed by classroom discussions and papers.
4. To analyze data and arguments that speak to aspects of social and moral development that are potentially (a) universal, or (b) relative to culture, ethnicity, gender, and other boundaries. Assessed by quizzes, classroom discussions, and papers.
5. To listen to the viewpoints of individuals who disagree with your own perspective in a respectful and considered fashion, and then to be able (a) to modify your views when you hear evidence and argument that seem credible, and (b) to defend your (now possibly modified) position in a respectful and scholarly and at times passionate manner. Assessed mostly by classroom discussions, but can take place at times in papers.
General method of instruction
Recommended preparation
Class assignments and grading
15% Class participation: includes discussions, in-class writing, class activities, and occasional presentations. Class attendance is encouraged.
25% Quizzes. We’ll have quizzes at the start of class on those days when papers aren’t due. The quizzes will be short, and tied closely to the reading. No make-up quizzes will be given. At the end of the quarter, I will disregard each student’s lowest quiz grade.
60% Six papers. See the attached guidelines for more information about writing these papers. Late papers will not be accepted. Exceptions require a documented compelling circumstance, such as a serious illness or a death in the family. A short-term illness (e.g., a few days before the due date for the paper) does not count as a compelling circumstance. Nor does a computer malfunction. Please plan accordingly.
