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JOHN CABOT UNIVERSITY

COURSE CODE: "PS 150 - 1"
COURSE NAME: "History and Systems of Psychological Science"
SEMESTER & YEAR: Spring 2026
SYLLABUS

INSTRUCTOR: Angelo Brandelli Costa
EMAIL: [email protected]
 HOURS: TTH 1:30 PM 2:45 PM
TOTAL NO. OF CONTACT HOURS: 45
CREDITS: 3
PREREQUISITES:
OFFICE HOURS: by appointment
COURSE DESCRIPTION:
This course introduces the historical development of psychology from its philosophical and scientific roots to contemporary approaches, with emphasis on how epistemological assumptions, cultural contexts, and institutional forces have shaped the field. We trace key traditions (e.g., rationalism, empiricism), major schools (structuralism, functionalism, behaviorism, Gestalt, psychoanalysis, humanistic and cognitive psychologies), and applied developments, situating them within broader social histories (e.g., gender, race, coloniality). The course is designed to build foundational historical literacy for subsequent coursework in psychology.
SUMMARY OF COURSE CONTENT:

Epistemology & Origins: This unit examines the philosophical and scientific foundations that preceded psychology as an independent discipline. Prescientific ideas about mind; Greek, Islamic, and Scholastic thought; Renaissance humanism; rationalism vs. empiricism; the scientific revolution and its methods.  

 

Physiology to Psychology: This section focuses on the transition from philosophical speculation to experimental science, highlighting Psychophysics, neurophysiology, and laboratory science leading to Wundt and early experimental psychology.  

 

Major Schools & Systems: Examine the major schools and theoretical systems that shaped the consolidation and diversification of psychology. Topics include Structuralism, functionalism, behaviorism, Gestalt, psychoanalysis, humanistic and cognitive traditions (including more recent traditions); professionalization and applied psychology.  

 

Historiography & Critique: analyze different historiographical approaches and their implications for understanding the discipline’s past. Issues of diversity, gender, race, and coloniality will be addressed, revealing how power relations have shaped theories, practices, and exclusions within psychology. 
LEARNING OUTCOMES:

LO1. Identify major figures, schools, and turning points in the history of psychology and place them on a broad timeline.  

 

LO2. Explain how epistemological assumptions and scientific methods shape psychological theories and practices.  

 

LO4. Analyze how social, political, economic, and cultural contexts—including gender, race, and colonial histories—influenced developments in psychology.  
TEXTBOOK:
Book TitleAuthorPublisherISBN numberLibrary Call NumberCommentsFormatLocal BookstoreOnline Purchase
An Introduction to the History of Psychology Hergenhahn, B. RCengage Learning035779771X    https://www.amazon.com/Hergenhahns-Introduction-History-Psychology-Henley/dp/035779771X
REQUIRED RESERVED READING:
Book TitleAuthorPublisherISBN numberLibrary Call NumberComments
A Critical History and Philosophy of PsychologyRichard T. G. Walsh (Cambridge University Press978-0521691260  

RECOMMENDED RESERVED READING:
NONE
GRADING POLICY
-ASSESSMENT METHODS:
AssignmentGuidelinesWeight
ExamsThere will be two midterm, each worth 30% of the grade. The midterms will include a combination of multiple choice and short essay questions and will cover approximately half of the course each. The final will be a cumulative make-up Exam.60
Group ProjectTeam critical historical dossier and in class briefing on a chosen school/figure/event, integrating global and local contexts; deliverables include a 10–12 minute briefing (primary/secondary)30
Attendance and ParticipatioIn class participation is part of the course success and will be assessed.10
   

-ASSESSMENT CRITERIA:
AWork of this quality directly addresses the question or problem raised and provides a coherent argument displaying an extensive knowledge of relevant information or content. This type of work demonstrates the ability to critically evaluate concepts and theory and has an element of novelty and originality. There is clear evidence of a significant amount of reading beyond that required for the course.
BThis is highly competent level of performance and directly addresses the question or problem raised.There is a demonstration of some ability to critically evaluatetheory and concepts and relate them to practice. Discussions reflect the student’s own arguments and are not simply a repetition of standard lecture andreference material. The work does not suffer from any major errors or omissions and provides evidence of reading beyond the required assignments.
CThis is an acceptable level of performance and provides answers that are clear but limited, reflecting the information offered in the lectures and reference readings.
DThis level of performances demonstrates that the student lacks a coherent grasp of the material.Important information is omitted and irrelevant points included.In effect, the student has barely done enough to persuade the instructor that s/he should not fail.
FThis work fails to show any knowledge or understanding of the issues raised in the question. Most of the material in the answer is irrelevant.
-ATTENDANCE REQUIREMENTS:
ATTENDANCE REQUIREMENTS AND EXAMINATION POLICY
You cannot make-up a major exam (midterm or final) without the permission of the Dean’s Office. The Dean’s Office will grant such permission only when the absence was caused by a serious impediment, such as a documented illness, hospitalization or death in the immediate family (in which you must attend the funeral) or other situations of similar gravity. Absences due to other meaningful conflicts, such as job interviews, family celebrations, travel difficulties, student misunderstandings or personal convenience, will not be excused. Students who will be absent from a major exam must notify the Dean’s Office prior to that exam. Absences from class due to the observance of a religious holiday will normally be excused. Individual students who will have to miss class to observe a religious holiday should notify the instructor by the end of the Add/Drop period to make prior arrangements for making up any work that will be missed. The final exam period runs until ____________
ACADEMIC HONESTY
As stated in the university catalog, any student who commits an act of academic dishonesty will receive a failing grade on the work in which the dishonesty occurred. In addition, acts of academic dishonesty, irrespective of the weight of the assignment, may result in the student receiving a failing grade in the course. Instances of academic dishonesty will be reported to the Dean of Academic Affairs. A student who is reported twice for academic dishonesty is subject to summary dismissal from the University. In such a case, the Academic Council will then make a recommendation to the President, who will make the final decision.
STUDENTS WITH LEARNING OR OTHER DISABILITIES
John Cabot University does not discriminate on the basis of disability or handicap. Students with approved accommodations must inform their professors at the beginning of the term. Please see the website for the complete policy.
SCHEDULE

Week / Content

1 Course introduction: Why history of psychology in the first semester? Syllabus, assessment, methods; what counts as “psychology” across time.

2 Ancient & Classical Roots — Pre‑Socratic to Aristotle; mind, soul, and knowledge. Hergenhahn & Henley (H&H) chs. 1–2;

3 Medieval & Islamic Scholarship; Renaissance Humanism — Preservation, translation, and transformation of classical thought. H&H ch. 3;

4 Rationalism vs. Empiricism — Descartes, Locke, Berkeley, Hume, Kant; implications for psychology. H&H chs. 4–5;

5 Physiology & Psychophysics — Helmholtz, Fechner, Weber; measuring sensation. H&H ch. 6;

6 Laboratories & Wundtian Psychology — Leipzig and the birth of experimental psychology; structuralism beginnings. H&H ch. 7. + MIDTERM 1 (covers Weeks 1–6).

7 Structuralism, Functionalism & American Beginnings — Titchener, James, Dewey; pragmatism and methods. H&H chs. 8–9;

8 Behaviorisms — Watson to Skinner; methodology, society, and critiques. H&H ch. 10; Walsh ch. 6 (critical perspectives on behaviorism).

9 Gestalt Psychology — Principles of organization; perception vs. behaviorist accounts. H&H ch. 11

10 Psychoanalysis — Freud and post‑Freudians; methods, controversies, and cultural reach. H&H ch. 12;

11 Humanistic & Phenomenological Currents — Rogers, Maslow; person‑centered reactions to mechanistic models. H&H ch. 13;

12 Cognitive Revolution — Information processing, AI metaphors; links to neurosciences, third wave of cognitive therapies. H&H ch. 14. + MIDTERM 2 (covers Weeks 7–12).

13 Applied & Professional Psychology — Testing, clinical, industrial/organizational; ethics and public policy. H&H ch. 15;

Week Content

14 Group Project presentations.

15 FINAL EXAM