About four weeks ago, I posted a forum post from my PSY300 class (start back at the intro to the series if you have no clue what I'm talking about). The last three weeks have been spent posting charts to help explain the processes described in that forum post. While finishing the writing of last week's post (just a few minutes ago), I noticed an answer to challenge from atheists to theistic moral argument for God's existence- "Can I be good without God?" After I finish with this tangent, I'll get back on track.
God's Existence, Science and Faith, Suffering and Evil, Jesus' Resurrection, and Book Reviews
Psychology Class- Part 7 of 12
For the last couple weeks, I have been posting charts describing the discussion in Part 4. Last week I posted a chart showing assumptions that must be made before we can make reliable observation about the world around. I also demonstrated how emotions can sabotage this process. I explained how the updated chart connected to the chart from the previous week. Finally, I pointed out that all paths lead to an end point of either a true belief or a false belief. This will be the final set of charts for this series. I will have one more post describing some implications of the processes on these charts next week. Then I will continue posting material submitted to my psychology class the week after.
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Actions, Emotions, Epistemology, Orthodoxy, Orthopraxy, Psychology, Psychology Class Series, Reason
Psychology Class- Part 6 of 12
Last week I posted a chart to help explain the critical part emotions play in our cognitive processes. These charts map out the discussion in Part 4. This week's chart will show the flow from required assumptions to reliable observations.
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Actions, Emotions, Epistemology, Orthodoxy, Orthopraxy, Psychology, Psychology Class Series, Reason
Psychology Class- Part 5 of 12
In Part 4 I discussed how emotions and reason interact in the brain. I had mentioned that to really communicate what I was thinking, I would have to do the "nerdy" thing and create a flowchart....well, I did. :) You will want to read Part 4 as a refresher before continuing.
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Actions, Emotions, Epistemology, Orthodoxy, Orthopraxy, Psychology, Psychology Class Series, Reason
Psychology Class- Part 4 of 12
In Part 3 I posted the first of my "Reflection on Learning" assignments that I saw as pertinent to the discussion. Today will be a post that I placed in the class forum about a simple comment my professor made in the previous session. I started it out with quite a bit of context for the benefit of the other students, so I won't go into it up here.
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Actions, Emotions, Epistemology, Orthodoxy, Orthopraxy, Psychology, Psychology Class Series, Reason
Psychology Class- Part 3 of 12
In Part 2 I gave a clarification of my first essay (Part 1). Each week, the professor would ask us a question about what we learned; she called it a "Reflection on Learning." These were supposed to be short (max 400 words). I asked her if she would allow me more space to develop my thoughts more effectively; she had no problem with that request (thank God!).
This is "Reflection on Learning" from the second week (I didn't include the first in this series because it didn't include anything I haven't already posted).
Since it was not required to be in any specific format (APA), I did include some links. The section in red is the question posed.
This is "Reflection on Learning" from the second week (I didn't include the first in this series because it didn't include anything I haven't already posted).
Since it was not required to be in any specific format (APA), I did include some links. The section in red is the question posed.
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Behaviorism, Big Bang, Cognition, Evolution, Psychoanalysis, Psychology, Psychology Class Series
Psychology Class- Part 2 of 12
In Part 1 I discussed the four primary perspectives in Psychology. That essay was submitted before any interaction with the professor.
The feedback of my essay is the context for the majority of what I have in this post
In her feedback, the professor noted some areas that she did not understand. She was unclear what I meant by "biological cousin" when referring to the Evolutionary Perspective and two phrases in one of my sentences threw her off.
The context for the last paragraph posted here was a discussion in class- I was discussing the Cognitive Perspective and why I thought that it was superior to the other perspectives. I made the mistake of using the term "superior". She said that she did not want us to think of one perspective as more valid than or "superior" to the other perspectives, since we were just being introduced to the material and had not been exposed to evidence for and against each one.
Though it was not required of me, I replied to her feedback and criticism in an effort to clarify my points and terms.
The feedback of my essay is the context for the majority of what I have in this post
In her feedback, the professor noted some areas that she did not understand. She was unclear what I meant by "biological cousin" when referring to the Evolutionary Perspective and two phrases in one of my sentences threw her off.
The context for the last paragraph posted here was a discussion in class- I was discussing the Cognitive Perspective and why I thought that it was superior to the other perspectives. I made the mistake of using the term "superior". She said that she did not want us to think of one perspective as more valid than or "superior" to the other perspectives, since we were just being introduced to the material and had not been exposed to evidence for and against each one.
Though it was not required of me, I replied to her feedback and criticism in an effort to clarify my points and terms.
Find other posts related to:
Cognition, Evolution, Psychology, Psychology Class Series
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