Subjects: Psychology

Defines the fundamental differences between Jung and Freud’s theories. Students examine the early controversy that rose around Freud’s work and how Carl Jung used his experience with clinical schizophrenic groups to develop his highly influential ideas.

Explores modern-day applications of Jung’s ideology. The class features an interview with Peter Mudd, a Jungian analyst, who explains how Jungian ideas are understood today and how they influence contemporary practices. The major components of “psyche” according to Jung are explained.

Focuses on Freud’s updated theories in the early 20th century. The lesson revisits Freud’s theories with regard to libido, instinct, id, ego, and super-ego. Freud’s mind model is updated and the role of anxiety in this later work is discussed. Key Freudian terms are defined, and an interesting article suggests that the translation of Freud from German to English might have done the theorist a disservice.

Examines the work of Freud’s successors. The lesson details the continuing influence of Freud’s work in the study of child development in clinical practice and in such non-psychological areas as history and literature. Refinements to Freud’s theories are discussed, including Anna Freud’s theories on defense mechanisms. Distinctions are drawn between “ego psychologists” and practitioners of classical psychoanalysis.

Reviews refinements to Freud’s theory since the 1960s. The lesson touches on the contributions of such theorists as Erik Erickson, Margaret Mahler, and Anna Freud to the evolution of modern psychoanalytic thought. The Study Guide offers a review in preparation for the first exam.

An introduction to behaviorism. The biological roots of behaviorism are reviewed, and the shift from psychoanalysis to science is examined. Seminal works discussed in this lesson include Ivan Pavlov’s research on reflex-driven learning and Edward Thorndike’s Laws of Effect and Exercise. The four characteristics of behaviorist philosophy are discussed.

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.

Continues the behaviorist debate introduced in Class 11. Albert Bandura’s more humanistic contributions to behaviorism are introduced. Students are challenged to compare Bandura’s theory of “reciprocal determinism” to B. F. Skinner’s classical behaviorist theories.

Examines the roots of psychoanalysis. The lesson traces the evolution of Freud’s early clinical work on “hysteria” in the late 1800s and describes how it contributed to his early theoretical discipline. Students learn about Freud’s initial theory of the mind and his interpretation of dreams.