Psychology 100D: Cultural Perspectives on Developmental Psychology
TIME OF CLASS: Tuesdays & Thursdays, 2:00-3:45 pm PLACE: North Science Annex 103
Last class meeting: June 5 (Th.)
Info about Instructor, Teaching Assistants, & Office Hours
INSTRUCTOR: Eugene Matusov, Ph. D.
For more info about the Instructor see Eugene Matusov's Home Web Page
Office: 305 Soc. Sci. #II Phone: x5180 e-mail: email@example.com
Office hours: by appointment, Tuesdays
Overview: The core 5 questions
This course -- including materials drawn from both psychology and anthropology -- evaluates the role of "culture and ethnicity" in human development. Although the course does not concentrate exclusively on a single culture, several readings focus on the development of "Japanese" children and adolescents. The text compares adolescent development in "Japan" and the "US." Selected videos will complement the readings.
Psychologists often see the world in de-contextualized and abstract terms, as a mosaic of non-overlapping "cultures" and census-defined "ethnic" groups. However, to bestow communities, ethnic groups, or cultures with internally homogeneous and externally distinguishing qualities is problematic and increasingly out-of-date. New cultural forms are developing linking previously isolated "traditions." While this process is not new, it is occurring with accelerating speed. Increasingly, the world is characterized by globalization, migration, de-territorialization, transnationalism, creolization, and new modes of communication. These changes should be familiar even to those who do not frequent Tibet's animated karaoke bars or participate in Oslos white middle class youth cliques emulating African-American culture. The course therefore emphasizes cultural change, both cultural differences and cultural similarities, and within-culture variation.
The course is designed to encourage participants (i.e., each student and the instructor) to engage in critical thinking and discussions concerning culture in understanding human development. This course examines "culture and development" in light of these recent developments, including the emergence cultural identity, relations between culture and ethnicity, how images of "cultural selves" and "cultural others" are produced and "naturalized," and the impact of globalization and transnationalism on human lives. Other articles examine development in Japanese, Mexican, Confucian, and Islamic contexts.
We will examine the theories and research on these topics using the following five core questions:
Each student is expected to participate as a responsible member of the class who is willing to contribute to one's own as well as others' learning. The course involves extensive discussion and small group activities based on the readings and several films. Individuals and/or groups will work on and present projects during the quarter.
Active participation in class and web discussions and small group activities is crucial for learning in this course. Class participation also includes playing active roles in creating a supportive atmosphere in which every participant's learning will be fostered. This involves both building on or disagreeing with arguments made by others.
First week's assignment
Description of your interests. (1 single-spaced page, max.; DUE 04/18 Fri. via class Web)
Describe the reason you are taking the course and what you would like to get out of it. The following questions may guide your writing. Everyone should include the first question in your response. However, you may choose whether you want to respond to the remaining questions listed or to include other issues as you wish.
The purpose of the assignment is to facilitate your thinking about your expectations, learning needs, and demands for the course in order to make your own learning more meaningful and self-directive and to make the class more productive for everybody. The assignment also will help to make and design your final evaluation (see Purposes & Expectations: Participating in development of the class evaluation Web page that may help you to think through the issues).
Make Description of my interests the subject of your message on the Web.
Participation in our class Web discussions
I expect you to read all the messages and contribute a minimum of three messages per week (which can involve messages of various lengths on a subject initiated by you or replies to somebody else's messages class announcements and replies to them do NOT count). The Web discussion will be based on readings, class discussions, your questions, your experiences, your comments, and my guiding questions for readings (provided in the reader collection of the assigned papers). One of the three required messages should be a report about your reading group discussion jointly composed by your reading group. If you missed a group discussion of the weekly readings, you should provide an individual commentary on that reading. More than three postings are welcome.
I know that some of you may feel uncomfortable exposing your thinking to the entire class but students from my previous classes found it was fun after a couple of weeks. Don't worry about spelling think only about communicating your ideas. Nobody judges or grades your web contributions.
We expect you to read the minimal readings indicated in the parentheses in the reading list.
Because we do not expect you to read all assigned papers (although you are welcome to read all of them), we are going to discuss reading in the three following phases in class:
While reading the papers, I would like you to focus on how the readings relate to your life experience, your interests, and future career.
When reading papers, please consider the following guiding questions:
After reading a paper, I expect you to develop and write down at least three your own questions that will help to facilitate a small group and whole class discussion.
Remember that each reading group should post a report of its discussion of literature that aim to provoke a web discussion and/or to inform the other students about important issues.
Please, let me know if the order and the content of the topics meet your needs, so I can adjust them as we go and/or change for the next time I teach this class (see Purposes & Expectations: Reading the assigned literature).
Paper and class presentation. (2-3 single-spaced pages for each involved student in the group; the final written draft of group project paper is DUE the day of your group presentation in class)
The idea of the group project is to learn together how to work on a project this skill is very important for your future career. Also, by sharing frustration and problems together, I believe you'll provide a lot of guidance for each other.
Choose one of the topics we discussed in the course (or tailor your own) and develop your arguments and provide evidence for your claims. Develop two interviews with representative of two distinct cultures focusing on the cultural processes for different aspects of their lives (e.g., family, school, work place, social program, etc.). The topics for the group project and its evaluation will be discussed in class meetings and laid out midway through the quarter. Groups can vary from 3 to 8 people (hopefully, groups will emerge "naturally" by mid-quarter through discussions of the assigned readings).
What needs to be considered in the paper:
(Option I: add 2-3 single-spaced pages to the group project; Option II: write a new paper from scratch, 3-4 single-spaced pages; the final draft DUE 06/13 Fri. via the Publishing Web for Students' Final Papers at http://www.ematusov.com/final.paper.pub )
Option I involves integration and elaboration on some aspects of the group paper. You probably will change the title and abstract of the paper. Also it may require you to make changes throughout the paper (do not expect simple addition to the text). Add one new paper reference and two more Internet web references. Include acknowledgments to your fellow students who contributed to the paper and describe your contribution (put all these in the abstract)
Option II involves selecting a new topic that is different from your group project. However, you can use references or some ideas from your (or another) group project. Add two new paper references and two more Internet web references.
Note that the paper of Option II will be a bit longer because Option I involves an integration which may not be an easy task.
All other guidelines are the same as for group projects (see above, do not forget to include abstracts).
I want you to publish your final paper on the Internet because in this class you are going to learn to become more and more public in your work this seems to be very valuable skill in your future career.
For further requirements and formats see Purposes & Expectations: Writing the final papers.
Last week's assignment (due June 13, published on our class web)
The final evaluation will include an abstract from your individual final paper and 1-3 paragraphs on what you learned in the class that is what was interesting or relevant for your future career and what issues you'd like to explore in future (see Purposes & Expectations: Participating in development of the class evaluation).
I expect all students who honestly put their efforts in their own and fellow student's learning. This involves timely fulfilling all the requirements (i.e., class participation, active working in small groups, reading assigned literature, participation on the class web, active and responsible involvement in the group projects, and developing final paper on your interest) and having ownership for your own learning. I believe that you are the highest authority of your own learning. I promise to do as much as I can to meet your learning needs. I'll try to let you know during the course, if you work becomes below my expectations in my judgment.
Evaluation will be based on group and individual research papers and each student's active participation in seminar and practicum activities.
There won't be a final exam.
The narrative format of the final class evaluation will be discussed in the class -- this discussion is considered to be a part of the course curriculum (see Purposes & Expectations: Participating in development of the class evaluation).
on the class
In addition to the traditional University evaluation at the end of the class, I really want your regular feedback on the class so we can improve it down the road. So I want to ask you to fill out feedback survey forms several times during the course. The reports of the feedback will be prepared timely and published on our class Web. I also plan to discuss them in the class. You are welcome to send your questions, comments, and/or suggestions via e-mail or raise them during the class or office hours. I appreciate your help and partnership in running the class and making it comfortable and meaningful for every member (see Purposes & Expectations: Filling out the feedback surveys).
Estimated class workload
Below is our rough estimation of students' workload per week (in hours) (I averaged time if work does not occur every week):
|Type of students' engagement||Time|
|Participating in Web discussions||3.0|
Reading for the class (40-50 pages per week)
|Preparing for the final paper and group project (on "average")||1.0|
Attending classes (twice a week)
Your biweekly feedback will probably help us to correct some of these numbers.