Languages: English

Explores needs as a motivational factor in personality theory. The videotaped class discusses Murray’s “personology”, a needs-based analysis of personality influenced by Jung. Students learn to classify various needs into distinct categories and practice using TAT (Thematic Apperception Test) stories in this approach to personality analysis.

Examines the important technique of factor analysis. The videotaped class approaches factor analysis through a discussion of theorists Raymond Cattell and Hans Eysneck, whose works exemplify the hypothetico-deductive approach to personality.

Builds on concepts introduced in Class 18. The class explores some of the implications of Cattell and Eysneck’s theories. Students learn of Cattell’s “dynamic lattice”, the three versions of “trait theory” developed from factor analysis, and the historical origins of Eysenck’s theory.

Discusses the systematic theory of personality offered by Kelly. The video class learns about George Kelly’s “Fundamental Postulate”, considers the pros and cons of his theory, and participate in an experiment to see how their own personal construct relates to the prediction and control of events.

Explores the central concept of “being”. The influence of philosophical existentialism on psychoanalysis is examined. Students learn the importance of the concept of “dasein” in existentialist psychology, and discuss the concepts of authenticity and alienation.

Explores self-actualization and the concept of “self”. The lesson includes discussion on the theories of Carl Rogers and Abraham Maslow, whose work centers around the interplay of social influences and self-concept for a more holistic understanding of human behavior.

Considers alternative non-Western theories of personality. Students explore alternative holistic theories of personality inspired by Eastern philosophies and religion.

Examines the dispute between two trends in learning theory. This lesson touches on the philosophical distinction between social learning theories (rational) and radical behaviorism (empirical). Students are challenged to think about how the methodology of learning research is influenced by either of these two divergent philosophies.

Discusses research that tempers radical behaviorism with intrapsychic constructs. This lesson outlines the challenge to strict behaviorist empiricism as found in the works of such researchers as John Dollard. Students learn how the “drive-cue-response-reward” model relates more to the idea of “psyche” as “mind” than classical behaviorism.